Thesis (Ph. D. (Education Management))--Universiteit van Pretoria, 2001. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 86-89).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 146-154). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 11, 2006. Dissertation Committee: Ronald L. Laymon, Richard L. Berg (co-chairs), Paul J. Baker, Ronald S. Halinski, Ronald J. Yates. Includes bibliographical references (leaves 158-167) and abstract. Also available in print.

Zugl.: Regensburg, Universiẗat, Diss., 2003.

Die Inrigting ontwikkelings en ondersteuningsbeampte ( IOOB) in die departement van onderwys vervul ‘n belangrike rol om te verseker dat onderwys transformeer en dat die skool se bestuurspan georiënteer word om ‘n kultuur van onderwys en onderrig te bewerkstellig. Onlangse konsepte van onderwysleierskap demonsteer ‘n beweging weg van tradisioneel-outoritêre modelle, na ‘n meer demokratiese en deelnemende wyse. Die doel van die navorsing was om die persepsies van die skool se bestuurspan ten opsigte van die rol van die Inrigting ontwikkelings en ondersteuningsbeampte (IOOB) in the Ekurhuleni-Oos Distrik 5, te ondersoek. Die IOOB’s moet die skole se bestuurspanne toerus en ontwikkel, sodat die gehalte van onderwys en onderrig kan verbeter. ‘n Gestruktureerde vraelys wat bestaan uit 32 items is aan distrik 5 se skole se bestuurspanne uitgedeel, sodat hulle persepsies van die IOOB’s vasgestel kon word. Vrae is geformuleer in verband met aspekte van onderwysbestuur en onderrig. Die voltooide vraelyste is aan STATKON by the Universiteit van Johannesburg oorhandig, waar die data verwerk is. Die ontleding en interpretasie van die empiriese data is bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 32 items tot twee faktore gereduseer, naamlik: • Die doeltreffende leierskap en bestuur van die IOOB, bestaande uit 14 items met ‘n betroubaarheidskoëffisiënt van 0,967; • Die ingrypingstrategie en ondersteuning van die IOOB, bestaande uit 18 items met ‘n betroubaarheidskoëffisiënt van 0,964.Die statistiese ontleiding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe en een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is gestel en meervoudige statistiese tegnieke is gebruik om die data te ontleed en te interpreter. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voorspruit gemaak. / Prof. B.R. Grobler

The Gauteng Department of Education has issued new admission circulars for the past five years. The necessity for such policy regulation may well point to a problem which remains unsolved. What the circulars regulating the environment do not explicitly deal with is the fact that admissions impact heavily on the planning processes of the school. The process of admissions links to the subsidy received by the school as well as to the post and staff establishments of the school. While the Gauteng Department of Education has put into place a number of mechanism for dealing with admissions, it is at the level of the School Management Team that Admissions are actually dealt with. The research will highlight some of the challenges faced by the School Management Team when implementing the Admission policies of the department. / Dr. P. du Plessis Mr. T.S. Hlongwane

M.Ed. / The introduction of School Based Management (SBM) in South African Schools ushered in School Management Teams (SMTs) whose responsibilities include, among others; planning, organizing, leading and control. These fundamental day-to-day duties also relate to school branding which is a new concept in South African Schools. School branding is a new concept that warrants empirical research so that school management teams can thoroughly understand and implement it professionally. Branding a school cannot be left to the ad hoc devices of the layman. School Management Teams need to be factually conversant and knowledgeable about cultivating a knowledge substrate of school branding for application by school management teams. Understanding and implementing the concept school branding stands to benefit schools in this era where learner mobility is determined by school choice. School choice in turn is a crucial aspect of the supply and demand of learners. These two market forces have a direct impact on the survival and existence of a school. Schools in this day and age are compelled to market and transform themselves into winning, compelling and powerful brands. In the past schools enjoyed the geographic and racial monopoly over parents and learner choice of a school. With the advent of the democratic dispensation the survival of a school needs a scientific and commercial praxis of concepts like branding. Branding itself holds a host of benefits for all the stakeholders in a school.

This dissertation identifies and theorizes a new form by which leaders exert their influence over subordinates: hierarchical-decentralization. To further investigate hierarchical-decentralization and its effects on team outcomes, we develop two research themes which include three independent studies. The first research theme focuses on how hierarchical-decentralization influences team processes and team performance. We conduct an experimental study (Study 1-1) and a field study (Study 1-2) on this research theme. In Study 1-1 (detailed in Chapter 2), we conceptualize hierarchical-decentralization, examine the relationship between hierarchical-decentralization and team performance, and test whether and why hierarchical-decentralization produces higher team performance than either centralization or decentralization. Through an experimental study, we found that hierarchical-decentralization was positively related to team performance, and that hierarchical-decentralization outperformed either centralization or decentralization in steering team performance. Following Study 1-1, we conduct Study 1-2 (described in Chapter 3), which aims to further explore the underlying mechanism that produces the positive effect of hierarchical-decentralization on team performance, and to identify the conditions under which the benefit of hierarchical-decentralization tends to become more noticeable. Through a field study, we found that team coordination mediated the relationship between hierarchical-decentralization and team performance. We further found that inter-team competitive intensity strengthened the positive relationship between hierarchical-decentralization and team coordination, as well as the positive indirect relationship between hierarchical-decentralization and team performance via team coordination. The second research theme focuses on the application of influence structure of hierarchical-decentralization to the research on leader-member exchange (LMX) differentiation. We conduct a field study (Study 2) on this research theme. Specifically, in Study 2 (detailed in Chapter 4), we investigate whether and why the vertical chain of influence among team members (we follow the research conducted by Burderson et al (2016) and refer it to acyclicity) would offset the detrimental effect of LMX differentiation on social relations among team members and ultimately on team performance. Through a field study covering 89 diverse working teams, we found that LMX differentiation became to be not significantly related to status conflict when a team had a high level of acyclicity and meanwhile when its team members' LMX statuses were in line with their influence levels within acyclicity. Although this relationship is not statistically significant, the negative relationship between LMX differentiation and status conflict somewhat suggests that acyclicity, when all of the most influential members within it are of the highest relationship qualities with leaders, might have the potential to turn the detrimental effect of LMX differentiation on social interactions among team members into a beneficial effect (i.e., one that reduces status conflict among team members). We further found that status conflict was negatively related to team performance, and that it mediated the relationship between LMX differentiation and team performance. The theoretical and practical implications of the two research themes are then discussed.