Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 162-171). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 164-173). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Sally B. Pancrazio, Clayton F. Thomas, Calvin C. Jackson. Includes bibliographical references (leaves 126-132) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2002. / Parts of Appendices in English and Thai. Title from title page screen, viewed March 2, 2006. Dissertation Committee: Albert T. Azinger (chair), Kenneth H. Strand, Rodney P. Riegle, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 119-124) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed December 1, 2005. Dissertation Committee: George Padavil (chair), Paul Baker, Rodney Riegle, Kenneth Strand. Includes bibliographical references (leaves 99-105) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 22, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne Ashby, Donald Kachur, William Rau, David Turner. Includes bibliographical references (leaves 208-215) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

M.Ed. (Educational Management) / Why seek to develop school leadership? Apartfrom the advantages that accrue to one'scareerfrom the demonstrated ability topersuade others to work towards intended results, what does the practice of continuous small acts of leadership do for the development of one's character and accomplishment of organisational aims (Caroselli,1990:199) ? How do we persuade others? Do we persuade by resorting to Taylor's scientific management ( Sergiovanni and Starratt.1993 : 12 ) where control, accountability and efficiency are emphasised within the atmosphere of clear-cut manager-subordinate relationship, where the recipe is to identify the best way, develop a work system based on the research of, communicate expectations to workers, train workers in the system, monitor and evaluate to ensure compliance? Or as Kok, Smith and Swart (1992 : 9 ) put it, through an invitational stance of the school leader, where intentionality, respect, trust and optimism are the basic qualities of the school leader ? The invitational stance which is based on the assumptions that all persons are valuable, able and responsible and ought to be treated accordingly, that education is a co-operative process which cannot succeed without the participation of all concerned parties, that the process is just as important as the end product, that all persons have relatively untapped potential in all facets of living given the right condition, and that potentials can best be realised through places, policy, procedures and programmes which are specifically designed to invite development and by people who intentionally behave invitationally, both personally and professionally, towards others ( 1992: 2). What are these small acts of leadership? These are some of the questions which come to mind after analysing Caroselli's statement above as far as educational leadership is concerned. .Total Quality Management represents a line of thinking which resembles the ideas of many writers on business and educational management, since the start of the eighties. On the one hand writers like Sergiovanni and Starratt ( 1993 :287) see schools as non-linear and looselycoupled organisations, where employees should be bounded by a common vision and shared set of values, where colleagiality and enablement could become the main motivational factor in committing members of the organisation to a common cause. On the other hand, Blanchard, Zigarmi and Zigarmi (1987 :75) summarise four leadership styles which are appropriate for different development levels based on competence and commitment of the employee-teacher as changing from directing to coaching to supporting to delegating as performance improves. In organisations which are moulded according to the Taylor model ( Sergiovanni and Starratt, 1993 : 12) leadership is through issuing commands, enforcing compliance and controlling the activities of employees. The philosophy of Taylorism, is still in place in many schools today. The hierarchical nature of this form of organisation, implies that the teacher's priority is to please the superiors first at the expense of the customer- the student.

M.Ed. (Education Management) / Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.