Thesis (Ph.D.)--City University of Hong Kong, 2009. / "Submitted to Department of Information Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references (leaves 146-172)

Thesis (Ph.D.)--Indiana University, 2005. / Chair: Barbara A. Bichelmeyer. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Mini-dissertation submitted in partial fulfilment of Master of Education Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / The study investigates the role school management teams in whole school evaluation. Education institutions are faced with changes and new policies that need to be implemented in order to achieve the national educational goals of quality education in schools. The South African Schools Act, No 84 of 1996, positions SMT as leaders in schools. Therefore SMTs have a responsibility of working collaboratively with the staff to implement whole school evaluation. The whole school evaluation policy provides guidelines on how to conduct internal evaluation, followed by external evaluation, which will be conducted by departmental officials. Literature was reviewed on the strategies that need to be adopted by SMTs to implement whole school evaluation successfully. Empirical study involved the use of a questionnaire consisting of closed and open-ended questions .The study was conducted in Umbumbulu circuit which is within Umlazi district The population for survey consisted of 130 schools. The study revealed that SMT members are not well-equipped to implement whole school evaluation in their schools. The following are the key findings: ♦> Some SMT members lack knowledge about WSE ❖ Some SMT members still resist change which entails implementation of WSE ❖ Minimal departmental support to adequately capacitate SMT members to facilitate WSE is evidenced. ♦> There is poor sharing of information among members of school SMT in school The following are key recommendations that are offered: ❖ SMT members should be given adequate training by the Department of Education in respect of WSE ❖ Staff involvement is crucial for decision making about WSE ❖ School development teams must be established to promote WSE This study is regarded as significant because it provides valuable information about the role of school management team in the facilitation, of whole school evaluation in primary schools.. The strategies that are required for the successful implementation of WSE provided via literature review suggest important mechanism and ideas which SMTs can use to implement effective WSE programmes.

The purpose of this study was to identify and describe the current status of successful management teams in Oregon public schools as they exist in 1988, after more than fifteen years of evolution as the preferred management practice. Study Questions asked were: (1) Why was the team management concept implemented? (2) How has the management team evolved? (3) How is the management team organized? (4) How does the management team operate? (5) How are management team members involved in developing, recommending, implementing, and monitoring school district policies and administrative regulations? (6) What are the most important characteristics or elements found as part of successful management teams which are essential to the school district's management team being "successful"? A descriptive, multiple-case study design was used to study the activities of successful management teams within the unique context of their actual school system operations. Three "successful" management teams were selected for case studies by a panel of educational experts, using the following criterion. Which Oregon public school systems represent both: (a) "a successful management team" as endorsed and promoted by the Confederation of Oregon School Administrators and the Oregon School Boards Association, and (b) "a state of the art" model of team management as it is evolving? Separate case studies were conducted and written for each of the three selected management teams. Multiple sources of evidence were collected, using (1) documentation, (2) archival records, (3) interviews and surveys, and (4) direct observations. A cross-case analysis was conducted, resulting in a written description of the similarities among successful management teams in three Oregon public school systems. The conclusions of the study supported the five study propositions: (1) successful management teams implemented the team management concept because it was the preferred method of educational leadership which allowed greater participation by administrators, and resulted in improved decision making; (2) successful management teams have evolved since their original implementation, until they presently represent the unique management needs and resources of the school system; (3) successful management teams are made up of a group of school district administrators consisting of the superintendent and (or representatives of) central staff, principals, and ancillary personnel having supervisory positions; and are structured to allow the maximum, efficient input and participation by that group; (4) successful management teams involve administrators in developing, recommending, implementing, and monitoring school district policies and admlnistrative regulations; and (5) successful management teams have in common certain characteristics or elements which are essential to the management teams being "successful." The following synthesis of the conclusions was developed from a multitude of identified characteristics or elements of successful management teams. Successful management teams: (1) establish and support common goals and direction for the school system; (2) involve all team members in shared decision-making; (3) foster teamwork and team spirit; (4) involve all team members in the policy and administrative regulation activities of the school system; and (5) are designed, organized, and operated in response to the unique requirements of the organization. Recommendations were made to practitioners for the application of the conclusions and identified characteristics or elements of successful management teams. A Management Team Profile instrument was also developed for use in assessing the successfulness of management teams. Suggestions for additional study were made based upon the findings and experience in conducting this study. Replication of this study in large school districts and districts with unsuccessful management teams could provide further insights into what makes management teams "successful."

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No description available.

Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.

Published Article / A study was conducted to determine factors which caused stress for township secondary school teachers. The purpose of this paper is to determine the role of School Management Teams (SMTs) in the stressors of township secondary school teachers. A questionnaire was developed and administered on 368 teachers from the Free State Province. Once the stressors were determined, their means were used to rank them - from the most stressful to the least stressful. Only the highest 30 stressors were considered in this paper. The main stressors were: poor learner performance, poor learner discipline and poor parental involvement in school matters. It was also found that 20 of the 30 stressors were the SMTs' responsibility, seven were the parents' responsibility and three were DBE's (Department of Basic Education) responsibility. It was concluded that SMTs of the schools surveyed were unable to adequately address factors causing stress for teachers in their schools. It was recommended that SMTs should be developed, and then be held accountable for the high levels of teacher stress, and for the subsequent poor performance of teachers in their schools.

Thesis (M. Ed. (Educational Management) -- University of Pretoria. / Includes bibliographical references (leaves 103-108)