Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves [187]-194. / Microfiche. / x, 194 leaves, bound 29 cm

The problem with which this investigation was concerned was the development and implementation of a school-community informational system useful to administrators in planning and decision-making. From the data gathered it can be seen that: (1) Parent, teacher, and student groups were not unified in their perceptions and attitudes toward themselves, each other, and the school. (2) Teachers and the administration must share the responsibility for the learning program. (3) The administrative staff must promote faculty unity, teamwork, and teacher-administrative relationships. (4) The Administrative Team agreed that the data indicated the necessity of the principal, teachers, parents, and students participating in improving the school program. Ultimately the study concluded that: (1) the Campus Level Information System assists administrators in securing information to identify areas needing improvement, and (2) the Campus Level Information System assisted the Administrative Team in identifying and defining their role. This system promises to be useful in the assessment of student, parent, and teacher attitudes and perceptions.

Public Administration and Management / (M. A.( Public Administration))

No description available.

No description available.

Thesis (M. Ed. (Educational Management)) - Central University of Technology, Free State, 2013 / The implementation of strategic planning in schools started in the United States of America (USA) in the 1980s. It is not clear when the concept was first used in South Africa, but its importance in the successful management of a school cannot be underestimated. Strategic planning basically includes a group of instruments, operations and concepts structured to help managers, leaders and planners to think and act strategically. The planning process comprises a definition of the goals, a valuation of the resources available for meeting the goals, and the definition of definite plans or initiatives that are intended to achieve the goals. The process usually includes a classification exercise that identifies the highest priority initiatives. The study addresses the management process and indicates how strategic management fits into this process. Strategic planning is the process of deciding on an organisation's goals, determining the policies and programmes necessary to achieve all specific objectives, and establishing the methods essential to assure that the policies and strategic programmes are implemented. Strategic planning ensures that the school is associated with the changing internal and external environment. This planning is formulated by top management and focuses on the entire organisation. A qualitative design was followed in which the opinions of principals and School Governing Body chairpersons were sought through the use of open-ended questionnaires and semi-structured interviews. Method triangulation was incorporated by the use of afore-mentioned data collection methods. Another form of triangulation employed in this study is data source triangulation. This entails making use of more than one group of participants to gather data. This study obtained data from various groups of people as described in the sample. The findings of the study indicate that strategic planning does not occur in many schools in the Motheo district. If a form of strategic planning does occur, SGB chairpersons are often excluded in the drafting and implementation of these plans. Collaboration between School Management Teams and School Governing Bodies is needed to ensure the successful drafting and implementation of strategic plans

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with special reference to the cardinal role of the management team. The study concludes with recommendations and suggestions for further research. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan speel. Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus 'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot lewenslange leer en opvoeding. Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n positiewe ingesteldheid teenoor die opvoedingsstruktuur. Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal. Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n leerkultuur. Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die verskillende behoeftes in 'n leerkultuur. Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore. Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees. Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou. Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir verdere navorsing.

by Hui Wai Tin. / Bibliography: leaves 76-82 / Thesis (M.A.Ed.) - Chinese University of Hong Kong, 1984

成許善真. / 電腦打印本(影印本) / Thesis (M.A.)--香港中文大學敎育學部. / Dian nao da yin ben (ying yin ben) / Includes bibliographical references (leaves 87-95). / Cheng Xu Shanzhen. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 謝言 / 附圖目次 / 附表目次 / 附錄目次 / 撮要 / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景及問題陳述 --- p.1 -3 / Chapter 第二節 --- 研究目的 --- p.4 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 / Chapter 甲. --- 校政決策參與的定義 --- p.5-6 / Chapter 乙. --- 校政決策參與的學說 --- p.7-16 / Chapter 丙. --- 影響教師在校政決策參與的因素 --- p.17 -18 / Chapter 丁. --- 校政決策參與的量´度´ؤؤ程度和範圍 --- p.19 -27 / Chapter 第二節 / Chapter 甲. --- 組織投入的定義 --- p.28 / Chapter 乙. --- 組織投入的學說 --- p.29 / Chapter 丙. --- 影饗組織投入的因素 --- p.30 -32 / Chapter 丁. --- 組織投入的量度 --- p.33 -34 / Chapter 第三節 --- 綜合理論 --- p.35 -39 / Chapter 第四節 --- 理論假設 --- p.40 / Chapter 第五節 --- 研究模式的限制 --- p.40 / Chapter 第三章 --- 研究方法 / Chapter 第一節 --- 假設與變項 --- p.41 -42 / Chapter 第二節 --- 抽樣 --- p.43 / Chapter 第三節 --- 研究工具 --- p.43 / Chapter 第四節 --- 硏究步驟 --- p.45 / Chapter 第五節 --- 統計分析 --- p.46 / Chapter 第四章 --- 硏究結果與討論 / Chapter A. --- 描述部份 / Chapter 第一節 --- 學校的背景 --- p.47 -48 / Chapter 第二節 --- 教師的背景 --- p.49 -51 / Chapter 第三節 --- 教師校政決策的參與現況 --- p.52 -53 / Chapter 第四節 --- 教師校政決策的參與理想 --- p.54 / Chapter 第五節 --- 教師校政決策的參與現況和參與理想比較 --- p.55 -57 / Chapter 第六節 --- 教師校政決策的參與差距 --- p.58 -60 / Chapter B. --- 假設驗証部份 / Chapter 第一節 --- 校政決策範疇的因子分析 --- p.61 -64 / Chapter 第二節 --- 假設驗証一 / Chapter 甲. --- 教師校政決策的參與現況和學校特徵之關係 --- p.65 -67 / Chapter 乙. --- 教師校政決策的參與理想和個人特徴之關係 --- p.68 -71 / Chapter 第三節 --- 假設驗証二 / Chapter 甲. --- 教師組織投入和學校特徵之關係 --- p.72 -73 / Chapter 乙. --- 教師組織投人和教師個人特徵之關係 --- p.74 -76 / Chapter 丙. --- 教師組織投入和教師校政決策參與差距之關係 --- p.77 -78 / Chapter 丁. --- 教師組織投入和學校特徵、教師個人特徵及教師 校政決策參與差距之關係 --- p.79 / Chapter 第五章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.80-81 / Chapter 第二節 --- 建議 --- p.82 -83 / 註釋 --- p.84 -86 / 英文參考書目 --- p.87-94 / 中文參考書目 --- p.109 -95 / 附錄 --- p.119

by Li Pak Hung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 115-125.