Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [242]-254).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Abstracted in Dissertation abstracts, v. 16 (1956) no. 11, p. 2108-2109. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 246-264).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1953. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 231-233).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 82-84).

Thesis (Ph. D.)--University of Chicago, 1921. / "Private edition, distributed by the University of Chicago Libraries, Chicago, Illinois." "Reprinted from the Baylor bulletin, vol. XXV, no. 1, January 1922." Includes bibliographical references. Also available on the Internet.

Max Weber is generally regarded as a major authority in the fields of organizational, administrative and educational administration theory, whose contributions are most often understood to be a theory of bureaucracy, with a lesser influence in theories of authority and rationality of the bureaucratic and charismatic kinds. As a writer in the classical sociological tradition, his theoretical orientation is most often identified as structural-functionalist, systems theoretical, or scientific management. However, during the last twenty-five years a growing body of scholarship in contemporary European academic history and Weberian studies in particular, have challenged this dominant English-speaking view of Weber's work. The results of this attention have brought to the fore a number of dimensions of his works which do not fit easily into any of the paradigms with which he has been most often associated: his historicist methodology and programme of studies; the verstehende or interpretive methodological paradigm including a non-positivist conception of ideal type, value-freedom (objectivity), value relevance, elective affinity, and cross-cultural and cross-historical comparative techniques: and his complete system of typologies clearly outlined in Economy and Society which includes a comprehensive mapping of levels of social action and relationship extending from the individual unit of analysis through types of group interaction to types of institutional social behaviour. Based upon a world-historical body of evidence, Weber details in the typologies the possible substantive types of social organization--economic, legal, religious, political, and familial--constructed in a heuristic and interpretive manner, intended to mediate between subjective and objective levels of social reality. The central purpose of this study is to recapture the full import and scope of a Weberian problematic for educational administration theory. This is undertaken by: describing the German intellectual climate in which Weber worked in order to establish the epistemological foundations influencing his work in contrast to the Anglo-American and French traditions; reconstructing a comprehensive model of his verstehende method and identifying his major contributions to political analysis, conflict theory, administrative theory (including a critique of bureaucracy), and educational organization; and demonstrating through an inventory of organizational, administrative, and educational administration texts, the degree to which his various contributions have, until recently, been lost to sociocultural studies in the English-speaking world. The results of these studies are used to extend Weber's verstehende approach to the construction of an outline of educational organization and administration analogous to his study of religious groups and organizations in Economy and Society as a framework for future research in educational administration. / Graduate

M.Ed. (Education Management) / In this study aspects relevant to effective school management are considered from a didactic-pedagogic perspective. The future development of the community is to a large extent determined by education. The requirements of and demands that are made on education require that schools be regarded more and more as undertakings. Aspects which determine and influence the effectiveness of a school are thus important. The quality of leadership of the school principal and his managerial ability are determining factors indispensable for effective school management. This quality and ability are indispensable for the establishment and promotion of aspects that determine school effectiveness. The elements of management are not separate entities, but a uniform whole. In an organization they form an inseparable part of management and occur in a scientifically planned way. It is important for a school principal to have knowledge of the elements of management that influence school effectiveness. Managerial adoption is a determining factor in the,development of the style of management of the principal. The way in which a school principal relates towards his staff can determine the success he will experience as principal. The quality of his leadership can be a determining factor in the success he attains as manager. Leadership is a component of management. As manager of a school the school principal has a leadership duty. The ability to lead is thus part of his complex task. The leadership situation and the style of leadership are, among other things, important aspects which determine how effectively a leader will react in a given situation. The leadership of the school principal is also decisive for the standard and the improvement of teaching in the school. It plays a significant role in the effectiveness with which the school performs its educational function. As leader, the school principal plays an important role in the successful execution, implementation and application of the aspects of effective school management. The training and preparation of teachers can never be regarded as complete. The development of personnel according to fundamental needs is an ideal. As professional leader the school principal is also primarily responsible for personnel development in the school. School climate is the experience of an individual in the observation of how the staff and pupils of a school communicate and co-operate. Programmes for the improvement of school climate are essential in view of the close correlation between school climate and pupil achievement. The development of personnel, the renewal of management functions and the establishment of a climate of interaction between the school principal and the staff, are, among other things, aspects of effective school management. By utilizing purposeful personnel development, paying attention to the improvement of school climate, and by examining the style of leadership of the school principals, school effectiveness can be enhanced.

M.Ed. / Please refer to full text to view abstract