This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined that one principal had a transformational leadership and one principal who had a transactional leadership style. <br>A survey assessed the perceptions of elementary teachers regarding each school's climate, and their own empowerment resulting in teacher efficacy. Results were not congruent with the review of literature. <br>The school led by the transactional principal underwent an intervention for a twelve-week period during which changes were made based on the data from the pre-tests administered. These interventions reflected a more transformational leadership approach. The results of a second administration of surveys after interventions by the principal showed limited results in improving teacher efficacy and school climate. The researcher also gained insights as to future studies and implications for practice such as replication of the study using a longer intervention period and a larger sample within one school or more schools in the study. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-16T17:25:27Z No. of bitstreams: 1 juniamariusadossantossilveira.pdf: 1038404 bytes, checksum: 4410e60616120566c95fefc4f0eef8f8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:24:49Z (GMT) No. of bitstreams: 1 juniamariusadossantossilveira.pdf: 1038404 bytes, checksum: 4410e60616120566c95fefc4f0eef8f8 (MD5) / Made available in DSpace on 2016-07-13T14:24:49Z (GMT). No. of bitstreams: 1 juniamariusadossantossilveira.pdf: 1038404 bytes, checksum: 4410e60616120566c95fefc4f0eef8f8 (MD5) Previous issue date: 2015-08-28 / O objetivo deste trabalho é identificar qual o papel do diretor, suas ações que permitem a inserção das tecnologias no ambiente escolar e sua participação para a transformação da sala de informática num lugar de aprendizagem. As TIC estão cada vez mais presentes no cotidiano escolar e o uso efetivo dessas tecnologias é um desafio para diretores, professores e alunos. Nesta perspectiva, analisou-se duas escolas da Superintendência Regional de Ensino de Caratinga que possuem equipamentos tecnológicos instalados com o intuito de identificar se existe uma efetiva utilização das tecnologias no cotidiano escolar, mais propriamente a sala de informática. Verificou-se como o diretor escolar, sendo ator protagonista na utilização das novas tecnologias no ambiente educacional, pode fomentar o uso da sala de informática como ferramenta de apoio pedagógico e, reconhecendo seu papel como agente implementador destas tecnologias analisar, em virtude das novas tendências, sua perspectiva na implementação das TIC no cotidiano da escola. Trata-se de uma pesquisa qualitativa em que os instrumentos utilizados foram o grupo focal, aplicado a professores e alunos do 5º ano do Ensino Fundamental – anos iniciais, e a entrevista semiestruturada, aplicada aos diretores das duas escolas. Com base nos resultados da pesquisa, foi proposto um Plano de Ação Educacional – PAE, por meio do qual foram estabelecidas ações que viabilizem o uso das TIC nas escolas, como a formação docente, a inserção de projetos no PPP das escolas que fomentem o uso das TIC na prática pedagógica, a ampliação e reestruturação das salas de informática. / The objective of this study is to identify the role of the principal, his/her actions that allow the integration of technologies in the school environment and his/her participation to transform the computer room into a place of learning. ICTs are increasingly present in the daily school and the effective use of these technologies is a challenge for principals, teachers and students. In this perspective, we analyzed two schools of Caratinga Regional Superintendence of education that have installed technological equipment in order to identify whether there is an effective use of the technologies in everyday school life, more specifically the computer room. It was found as the school principal and actor protagonist in the use of new technologies in the educational environment, can promote the use of the computer room as an educational support tool and recognizing its role as implementing agent of these technologies to analyze, because of new trends, his/her perspective in the implementation of ICT in the school routine. It is a qualitative research, where the instruments used were focus group, applied to teachers and students of the 5th year of primary school - early years and semistructured interviews applied to principals of the two schools. Based on the results of the research it was proposed an Educational Action Plan - EAP, through which actions have been established that enable the use of ICT in schools, such as teacher training, the inclusion of projects in the schools PPP that promote the use of ICT in pedagogical practice, the expansion and restructuring of computer rooms.

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)