In this thesis, it is aimed to make a study on Primary Schools of Rum Minority in Istanbul, and in light of this study, to define general principles for conservation studies on these schools. Rum Minority had an important part in social and cultural life in Istanbul and in late 19th Century, their impact in the city increased with their financial power, especially in Beyoglu. Increase in number of schools they built also occurred in the same timeline. Schools built in and after this term by Rum Minority were built as important public buildings of a minority group and possess strong authenticity, technical-artistic, socio-cultural and economical values. In order to decide which values, problems and potentials these buildings bear, a site survey study is done for this thesis. Primary Schools of Rum Minority in Istanbul are among strongest solid evidences of cultural diversity in Istanbul, and Turkey. While conserving these cultural assets, considering all their values, problems, and potentialities is vital. In addition to conservation studies, interpretation and presentation are also necessary steps for reintegration of these buildings to the city. This thesis performs as an effort made to document features and current state of these schools, decide their value, problems, and potentials / and defining general conservation principles for them.

The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.

This analyses the assessment of competence for the primarys schools teachers. It is very important to overlook the requirements of society and the teacher‘s self assessment. There are lots of reasons why task for schools becomes more and more challenging. And a person, who realizes all these tasks, is a teacher. He needs to make a group, where he can collaborate with principle, other teachers, micro and macro environment. So teacher becomes a person, who stands between the society and a child. Although teacher is trying to do his work as well as he can, but as society requires more from teacher, it makes more challenging work in competences area for the teacher. So it is important to see how teacher is able to look at the problem and if he is able to solve it.

The use of corporal punishment in schools is a highly topical and much debated subject worldwide. With the advent of humanitarian principles, corporal punishment was classified by the United Nations (UN) as violence and child abuse and this led to the banning of its use in schools by many countries especially in the western world. Kenya is not an exception as it recently followed suit by banning the use of corporal punishment in schools, through the enactment of Education Act Number 30 of 2001. Despite the ban, information from press reports and other literature seem to indicate that the practice of corporal punishment continued unabated in Kenyan schools. However, there is little information to indicate: (1) whether infact corporal punishment was being practiced in the selected schools or the extent/prevalence and nature of its practice; (2) what maintains corporal punishment in schools; and (3) strategies for eliminating it. Moreover, the extent to which teachers and pupils are aware of the ban is not known. Three main goals of this study, therefore, were to establish: whether corporal punishment was being practiced in Nakuru Municipal primary schools in Kenya; the attitudes that the primary school teachers and pupils hold towards the use of corporal punishment in the selected schools and the impact, if any, that their attitudes had on the practice of this punishment in those schools. The study applied a Survey research design. Questionnaires, with both open-ended and closed-ended items were used to collect data from the respondents. The respondents' attitudes were expressed in terms of their beliefs, feelings and views about the use of corporal punishment in school. The attitudes were measured in terms of the respondents' degree of agreement and disagreement with the attitudinal statements measured along a Likert scale which gauged their beliefs, feelings and views about the use of corporal punishment in the selected schools. The target population consisted of teachers and pupils in four primary schools in Nakuru Municipality. A sample of 72 teachers and 160 pupils was selected. Descriptive and inferential statistics were used to analyse data using the SPSS software package. The results obtained indicated that corporal punishment was being practiced in the selected schools and the teachers and pupils this practice was supported. Corporal punishment was being practiced by teachers in Nakuru municipal primary schools despite their knowledge of the legal prohibitions and negative consequences of this practice. It was also established that the attitudes of the teachers and pupils towards the use of corporal punishment in school had a significant relationship with the practice of corporal punishment in the four selected schools. Where the teachers and pupils had a favourable or positive attitude towards the use of corporal punishment in school, the level of the practice of corporal punishment was very high but where the teachers and pupils has a negative attitude towards the use of corporal punishment in school, the level of the practice of corporal punishment was extremely low. The teachers and pupils justified the practice of corporal punishment in the selected schools under the belief that it had merits. It (corporal punishment) was believed to be a chastisement for children, a catalyst for good academic performance and the most effective deterrent for bad behavior, laziness and a corrective measure. The conclusion drawn was that the teachers’ and pupils’ attitudes towards the use of corporal punishment in school had a big impact on the practice of corporal punishment in the four Nakuru municipal primary schools. The study concludes with a set of recommendations for curtailing the use of corporal punishment in schools in Kenya. (1.) Abbreviated as CP in some parts of this report. / Thesis (M.Soc.Sc.)-University of Natal, Durban, 2003.

This research project attempted to investigate the Management of the School-Parent Relationships in a Primary School. The aims of this study were to determine to what extent parents participate in school activities and whether parental participation in school activities is being optimised. An important pre- condition in developing a positive relationship between schools and parents is the need to persuade school-based personnel that their professionalism includes recognising the integral role of parents in the educational enterprise. The key focus of this study was to determine the perceptions of school based personnel and parents of the learners of the school regarding the current state of the relationship between the school and the parents. The subjects of this study were the principal, two heads of department, the school-clerk, thirteen level one educators and a sample of eighty parents of the learners of the school. The study was conducted at a Primary School in the Chatsworth District. The overall aim was enhance the relationship between the school and the parents at the researched site. This study employed the quantitative approach in its methodology. Data were gathered from interviews and questionnaires The results of the study have revealed that there is potential to enhance the relationships with parents at the school. Efforts to improve the relationship includes, encouraging parents to identify with the aims of the school, providing some form of education, training and guidance for parents who do not fully understand their role in education, adopting a participative and consultative style management when interacting with the parents, identifying skills and competencies of parents, encouraging effective two-way communication with parents, accommodating parents with busy work schedules and acknowledging parents for their assistance. This research project has also proposed possible recommendations to assist the school based personnel and the School Governing Body to develop and sustain stronger and positive relationships with the parents. The study concludes with recommendations for further research. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

During the apartheid era the South African education system was characterised as being authoritarian, non-consultative and non-participatory. Educational leadership tended to focus on technical and bureaucratic functions of management without integrating the skills of vision building, team building or promoting collaboration and participative management skills. The dawn of a democratic South Africa heralded major transformation in the education policies, systems and practices for all schools. The South African Schools Act places all South Africans firmly on the road to a school based system of education management. Educationalists were faced with a major challenge to transform education towards a participative and collaborative approach with the fundamental goal of promoting effective teaching and learning in all schools. The Task Team on Education Managements report, Changing Management to Manage Change 1996, emphasised that the move to self-management in itself offers no guarantee of positive change. Real transformation will depend upon the nature and quality of internal management. In this connection self-management must be accompanied by an internal devolution of power within the school and in transformational leadership. A transformational style of leadership is significant as this style of leadership embraces a charismatic, visionary, cultural and empowering concept of leadership. Emphasis is given to higher levels of personal commitment towards accomplishing the goals of the organisation. Evidence suggests that transformational leadership in particular is closely associated with both school effectiveness and school improvement (see Clark 1989) What is attempted is an assessment of the extent to which leadership in a primary school may be characterised as transformational. The mentioned school is substantially self-managing and is one which has clearly stated goals related to effectiveness and its mission implies an ongoing concern with continuing improvement. The main findings of the research exhibited a discrepancy between the principal's perception of his leadership style and the perception of the staff regarding the principal's leadership style. The principal perceived his role as leader as being more transformational than transactional while members of the staff believed that the principal was more a transactional leader. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

This study focuses on how the HIV and Aids pandemic affects educators in primary schools and how these educators need to be supported to cope more resiliently with the challenges posed by the HIV/Aids pandemic. This study needed to understand how primary school educators experienced the impact of the HIV/Aids pandemic, both professionally and personally. Educators in general are personally affected by the HIV/Aids pandemic emotionally, physically, spiritually and socially. Affected educators are professionally affected by the HIV/Aids, when they are burdened by a large numbers of orphans in their classes, absenteeism of learners and colleagues, poor performance of both educators and learners, high workload and multiple roles they have to perform. The impacts, both personal and professional, are mostly negative. However, to date no study has focused on the impacts of the pandemic on primary school educators. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. primary school educators affected by the HIV/Aids pandemic either in their families or by having orphans in their classes) in the Vaal Triangle area. The researcher recruited participants by means of snowball sampling. Fifteen affected educators participated in this study. Primary school educators interviewed, noted poor emotional, spiritual, physical and social health. They also reported that they do not cope with their duties as educators effectively. Affected primary school educators are in need of comprehensive support to deal with the HIV/Aids pandemic related stressors from the DoE, SMT's, colleagues and the community at large. Affected educators noted that they need to be supported, by means of team work with colleagues and the community; medical support; amongst others HIV education for learners, educators and parents and practical support and counselling for dealing with difficulties created by the HIV/Aids pandemic. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study focuses on how the HIV and Aids pandemic affects educators in primary schools and how these educators need to be supported to cope more resiliently with the challenges posed by the HIV/Aids pandemic. This study needed to understand how primary school educators experienced the impact of the HIV/Aids pandemic, both professionally and personally. Educators in general are personally affected by the HIV/Aids pandemic emotionally, physically, spiritually and socially. Affected educators are professionally affected by the HIV/Aids, when they are burdened by a large numbers of orphans in their classes, absenteeism of learners and colleagues, poor performance of both educators and learners, high workload and multiple roles they have to perform. The impacts, both personal and professional, are mostly negative. However, to date no study has focused on the impacts of the pandemic on primary school educators. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. primary school educators affected by the HIV/Aids pandemic either in their families or by having orphans in their classes) in the Vaal Triangle area. The researcher recruited participants by means of snowball sampling. Fifteen affected educators participated in this study. Primary school educators interviewed, noted poor emotional, spiritual, physical and social health. They also reported that they do not cope with their duties as educators effectively. Affected primary school educators are in need of comprehensive support to deal with the HIV/Aids pandemic related stressors from the DoE, SMT's, colleagues and the community at large. Affected educators noted that they need to be supported, by means of team work with colleagues and the community; medical support; amongst others HIV education for learners, educators and parents and practical support and counselling for dealing with difficulties created by the HIV/Aids pandemic. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

I conducted the research reported in this portfolio at the large western suburbs primary school of which I am the principal. My interest in the sense children make of their everyday school experiences results from having spent most of my life in schools, initially as a student, then as a primary school teacher and now as a school principal. My long term involvement in primary schools has led to my awareness that adults do not ask children about their perceptions of their schools. My observations have been confirmed by researchers who have shown that students' perspectives, especially those of primary school age children, have been under-researched. / In my research I focus on children's perspectives by inviting them to represent through artwork and photography the school places they like and those they want to talk about. I further explore children's understandings of the relationship between the physical places of their school and their positioning within that school by asking them to interpret their photographs. I then enable children to identify the places in their school they want to change and to action those changes. / Thesis (PhDEducation)--University of South Australia, 2007.

This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to