The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.

The purpose of this study was to examine the relationships between principals' leader behavior and teacher morale in the private secondary schools of Bangkok, Thailand. This study also determined whether significant relationships based upon the factors of age, sex, educational level, years of teaching experience, salary, and size of school existed between the morale of teachers and their perceptions of the principals' leader behavior. The sample of the study was comprised of 400 teachers in private"secondary schools in Bangkok, Thailand. Each teacher was asked to complete the Purdue Teacher Opinionaire (PTO), an instrument designed an instrument designed to identify a principal's leader behavior which consists of two dimensions: initiating structure and consideration. Of the 400 returned questionnaires, 399 were usable. The statistical treatments applied to the data thus obtained included the Pearson product moment, Multiple regression, and Canonical correlation. A .05 level of significance was the criterion for accepting or rejecting each hypothesis.

Bibliography: leaves 113-117.

Cover title: Success and failure of first year university students with special reference to the school attended. Includes bibliographical references (p. 95-96)

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

The focus of this research is the New Era Schools Trust (N.E.S.T.) system of non-racial, multi-cultural schooling,with its first school Uthongathi as an exemplification of its unique approach. In the theoretical component of the research, a thorough study is made of literature relating to multi-cultural education, with the issues of culture, race and socioeconomic class explored as problematics of central concern to the South African context. Selected strategies are analysed, upon which the possible implementation of multi-cultural education in South Africa might be based. A chapter is included on the the socio-political origins of N.E.S.T. Its birth and infancy are set against background events that have impinged on education in South Africa since World War 11. The empirical section of the research is focused on Uthongathi, as it evolved and developed during the period January 1987 to July 1989. Among the most important findings emanating from the research are the following: 1. New Era Schools Trust was established primarily as a reaction to the historically evolved policy of apartheid, which the originators of the endeavour perceived to be unjust. 2. Central to the endeavour is the creation of school communities that are the antithesis of the present, largely ethnocentric, state educational structures. It is hoped to thereby create a vehicle to aid peaceful evolutionary change as an alternative to the violent and confrontational strategies widely current. 3. Uthongathi propounds (and is guided by) policies of nonracialism, multi-culturalism, and access for pupils of various socio-economic classes and both sexes. 4. Some tension is apparent between the policy of a "balance of races" and the school's egalitarian aims, although the racial balance itself appears to be remarkably effective in practice. An impressive level of social solidarity is evident amongst the pupils. 5. A broad, liberal education is offered. It is focussed on university entrance, and is enriched by a wide variety of extra-mural pursuits. Self-help and a comprehensive community service scheme operate. 6. Despite the absence at the present time of academic results gained through public examinations, upon which objective judgements can be based, it is clear that high academic standards are pursued. A comprehensive academic support programme has been mounted in the lower standards in order to assist those pupils who originate from educationally and economically deprived backgrounds. Bursary support is generous. 7. The N.E.S.T. schooling model appears to be malleable to suit regional needs. It appears to have relevance to future policy directions for state and private schooling alike. The costs and fee structures are, however, likely to limit the extent of extrapolation possible. 8. Tentative suggestions have been made for appropriate action. More accurate judgements on the adoption of N.E.S.T. schooling as a proposed model for South Africa will become possible as the system evolves further to incorporate the four schools initially planned. 9. Recommendations have also been made for further research. There is a great need for selected facets of the N.E.S.T. schools to be researched in greater depth than has been possible in this exploratory study. / Thesis (Ph.D.)-University of Natal, 1989.

Thesis (M. Ed.)--University of Adelaide, 1986. / Includes bibliographical references (leaves 124-130).

Introduktion: Valet av gymnasieskola, vilken skola och program en elev väljer att studera vid, är ett val alla i årskurs nio i Sverige måste ta. Ett av dessa val är om eleven ska studera vid en kommunal eller fristående skola. Idag verkar inte skillnaderna vara så stora som de var i början av 90-talet, så finns det ens några skillnader mellan en kommunal och en fristående gymnasieskola idag? Givetvis finns det många faktorer i skolans värld som går att jämföra, men vi har valt att fokusera på ekonomistyrning och ledarskap. Syfte: Syftet med uppsatsen är att undersöka och öka förståelsen för vilka skillnader det finns inom ekonomistyrning och ledarskap på gymnasieskolor med olika huvudmän, samt att se om det finns något samband mellan ekonomistyrningen och ledarskapet. Metod: Vi använder oss av en deduktiv ansats i uppsatsen eftersom vi har utgått ifrån kända teorier och ett antal hypoteser som vi testat mot den insamlade empirin. Teorierna ledde till de observationer och resultat vi fått fram i studien. Vi har också använt oss av flermetodsforskning, huvudsakligen är detta en kvalitativ studie men den kompletteras av en kvantitativ metod. Studien utformas som en fallstudie och vi undersöker fyra fall. Insamling av data till denna studie gjordes genom intervjuer och enkäter. Slutsats: Gällande de fall vi har undersökt kan vi se att det inte finns några större skillnader mellan kommunala och fristående gymnasieskolor inom ekonomistyrning och ledarskap. Den största skillnaden är den politiska styrningen, annars kopplas variationerna mer till den enskilda individen och inte till huvudmän. Slutsatserna som vi har dragit i denna uppsats kan inte generaliseras eftersom studien gjordes på så få fall. En större och djupare studie behövs för att kunna generalisera resultaten.

Bakgrund: Till följd av en förändrad marknadssituation blir tidigare differentieringsverktyg snabbt till standardiserade normer och idag pressas företags vinstmarginaler hårt. Lean har länge applicerats i tillverkningsindustrin i syfte att uppnå en ökad effektivitet och samtidigt växer intresset för tjänstefiering, en omställning som ämnar skapa en värdeökning i företags kunderbjudanden. Respektive koncept antas kunna stärka ett tillverkningsföretags position på marknaden, men trots en ökad kombinerad tillämpning av koncepten i praktiken finns det få forskare som har studerat kombinationen. För företagsledare kan det tänkas viktigt att få svar på om koncepten går att samordna utan problem eller om en avvägning krävs. Syfte: Syftet med studien är att utifrån ett verksamhetsstyrningsperspektiv beskriva kompatibiliteten mellan lean och tjänstefiering i tillverkningsindustrin, för att identifiera betydelsefulla aspekter att beakta vid en kombinerad tillämpning av lean och tjänstefiering. Metod: Med ett deskriptivt fenomenologiskt perspektiv samt en kvalitativ strategi har studien sökt att besvara syftet genom en enfallsstudie. Empirisk data har främst samlats in med hjälp av intervjuer som har genomförts med åtta anställda i ledande positioner, men även genom vissa dokumentstudier samt observationer. Genomgående är studien uppbyggd kring tolv beslutskategorier inom verksamhetsstyrning, vilka har styrt insamlingen av både teoretisk och empirisk data samt har fungerat som utgångspunkt för studiens analys. Slutsats: Studien redogör för en hög kompatibilitet mellan lean och tjänstefiering, vilket i synnerhet bygger på en gemensam utgångspunkt i kundvärde. Samtidigt presenteras flertalet motstridiga samt gynnsamma aspekter att ta hänsyn till vid en samordning av koncepten och dessutom identifieras aspekter som visar på potentiella samverkande effekter. Dessa resultat kan tänkas vara värdefulla för företag och företagsledare som står inför denna kombination av managementkoncept, men antas även bidra till den påbörjade forskningen inom området. / Introduction: When in ninth grade, students in Sweden must make choices of which upper secondary school and which study programme to attend. Included in these choices is whether the student is going to attend a public school or a private school. The differences between the two kinds of schools does not seem to be as big nowadays as they were in the early 1990s, so the question is: are there any differences left between public and private schools? There are of course many factors in the school environment that can be compared and analysed, but we have chosen to focus on management control and leadership. Purpose: The purpose of this paper is to investigate and increase the understanding of the differences there might be between public and private upper secondary schools regarding management control and leadership, as well as to see whether there are any relations between management control and leadership. Method: We used a deductive approach when working on this paper, since we used known theories and a number of hypotheses that we later tested against the collected empirics.The theories led to the observations and the results that we obtained in the study. We carried out a multimethod research. The main focus was on the qualitative approach that we complemented with the quantitative approach. The data collection for this paper was done through interviews and surveys. Conclusion: Regarding the cases we have investigated, we can see that there are no major differences between public and private upper secondary schools when it comes to management control and leadership. The biggest difference is the political governance. Other variations observed are more connected to individuals than to the responsible authority. However, the conclusions we have drawn in this paper cannot be generalised since the study was based on solely a few cases. A larger and deeper study is required to generalise the results.

Leadership styles of principals and school climate are two factors that vary greatly in different private secondary schools in Mauritius. They also contribute immensely in the making of a school a peaceful and happy work place for both staff and students. This study first presented a literature review on leadership styles of principals and school climate. References were made from many sources in order to have a clear overview on these two factors. A qualitative research based on interviews and observations was conducted on teachers and principals from nine private secondary schools in order to fulfill three aims of the study. Firstly, the types of leadership styles adopted by principals in private secondary schools in Mauritius were assessed. Secondly the types of school climate that prevailed in these private secondary schools were evaluated. Lastly, the relationship between the leadership styles of principals and school climate in the private secondary schools was investigated. The results revealed that when the democratic style of the `power' concept of leadership was used alone or with other styles but was more prevalent, the principals of these schools scored `high' in both the initiating structure and consideration items of the `relational' concept of leadership and, the climate of these schools was classified in the category of `others' but was more `open' than `closed'. However, when the authoritarian style of the `power' concept of leadership was used with other styles but was more prevalent, the principals either scored `low' in both the initiating structure and the consideration items or `low' in the consideration items only of the `relational' concept of leadership and the climate was more `closed' than `open'. / Educational Studies / M. Ed. (Education Management)