Bibliography: leaves 277-285. / xi, 292 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Clinical Nursing, 2002

This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders’ continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools’ culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs. / ix, 147 leaves ; 29 cm.

Conceptualising teacher learning in terms of participation in a teacher learning community is a relatively new phenomenon in South Africa. This study explores the usefulness of applying a social practice theory of learning to a community of novice Economic and Management Sciences teacher learners involved in the Teaching Economics and Management Sciences (TEMS) teacher development project. It examines the influence of contextual constraints, teachers' biographies and professional career trajectories on teachers' ability to participate in a learning community. By drawing on Wenger's theory of learning in a community of practice and Wenger et al's stages of community development framework, it also illuminates and theorises the potential that a community of practice framework has for teacher development. Wenger's framework offered important insights that informed and shaped the development of the TEMS programme. It also provided a useful tool for analysing teacher learning as constituting four components, namely, meaning, practice, identity and community. The complex relationship that exists between these different components of learning is examined. The study offers a critique of the feasibility and appropriateness of using Wenger's framework for analysing a teacher learning community. Methodologically, the tenets of symbolic interactionist ethnography were employed in the collection of data for this study. An exposition of the complexity and challenge of adopting the dual role of researcher as observer and participant is presented. An analysis is also provided of the methodological challenge of gaining access and acceptance in a South African education research context. The study examines how the essential tension in teacher professional development, namely, that of curriculum development and deepening subject matter knowledge is managed in a teacher learning community of novice Economic and Management Sciences teachers. It reveals the potential that a learning community framework has for teacher learning through different levels of participation, and points to the importance of the input of an outside expert, particularly during the early stages of development of a community of teacher learners who lack subject content knowledge. It argues that teacher learning communities present a fruitful and viable alternative to the current 'deficit' models of teacher development that typify the present South African teacher development scenario, as teacher learning communities suggest a conceptual reorientation of the discourse on teacher development. / Theses (Ph.D.)-University of KwaZulu-Natal, 2005.

No abstract available. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The study focuses on public relations as a significant aspect of the functions of the principal as the manager of a secondary school. A review of selected literature suggests that a large number of the daily administrative and managerial tasks performed by principals require public relations skills. Research was conducted, by means of questionnaires and structured interviews, among principals and teachers at House of Delegates secondary schools in the greater Durban area. The research analysis examines principals' qualifications and in-service training in public relations. The public relations practice at schools used in the sample are evaluated in terms of selected public relations issues, viz. fund-raising, communication with the school's publics, coping with crises and image-building. The results of the study indicate that few principals have received training in public relations and that public relations practice at House of Delegates secondary schools in the greater Durban area is weak and inadequate. In the view of the researcher, principals should be given special in-service training, to develop their public relations skills and to teach them sound public relations practice, so that they will become better managers of their schools. / Thesis (M.Ed.) - University of Natal, Durban, 1993.

Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve this vision, policy suggests a shift in management practices from traditional autocratic headship to more participatory leadership practices, including the leadership of teachers. Theorizing from a distributed leadership perspective, the aim of this study was to explore the concept of teacher leadership and the challenges that are faced by post level one teachers as they operate as leaders in their schools in the South African context. The study sought to investigate how the concept of teacher leadership was understood, how post level one teachers lead in their schools and what challenges to teacher leadership are in schools. The study was conducted in one rural and one semi-urban primary school and it was qualitative in nature. A case study methodology was suitable for this study since it was aimed at gaining teachers understanding and perceptions of teacher leadership. Different methods of collecting data were used and these included interviews, questionnaires, and document analysis. Data were analyzed thematically using Grant’s (2008) model of teacher leadership. The findings indicated that teacher leadership as a concept was still new to certain teachers, even though research on the topic in the South African context is increasing. Some teachers did not think of the roles they played in a school as teacher leadership. The findings further indicated that teacher leadership was experienced differently across the two schools with teacher leadership in the rural school being more restricted than the teacher leadership in the semi-urban school, where it was more emergent. In the rural school, leadership could, at best, be described as authorized distributed leadership while in the semi-urban school, leadership could be described as dispersed distributed leadership. In addition, the findings showed that the major barrier to teacher leadership in the rural school was resistance from the School Management Team while in the semi-urban school the major barrier to teacher leadership was a lack of time. A further barrier to teacher leadership in both schools was teachers themselves who were lazy and did not want to take on additional leadership tasks. The study also found that the major enhancing factor to teacher leadership, particularly in the semi-urban school, was a collaborative school culture where teachers trusted each other and worked together in professional learning communities. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Orientation: Bullying is a form of counterproductive behaviour that is more subtle and more difficult to detect and that can be instigated by either individual or organisational antecedents. Research purpose: This study aims to explore bullying in a public hospital, and strives to contribute to the body of knowledge by providing guidance not only to organisational practitioners but also to employees to assist with the formation of policies and procedures to protect employees against bullying. Motivation for the study: Bullying is currently a substantial phenomenon in schools, and little research exists in South Africa that explains the extent of bullying within organisations. The focus of the study is to explore the possible antecedents and cost of bullying within a public hospital and to provide guidelines for the prevention of bullying behaviour. Research design, approach and method: The design followed was that of a mixed-method study. First, a quantitative approach was used whereby questionnaires were distributed to 77 participants. The questionnaire consisted of five sections, namely demographic particulars, prevalence of bullying and intervention against bullying, types of bullying, Negative Acts Questionnaire and Work Harassment Scale, and the cost of bullying. Data was then analysed by means of descriptive statistics to determine the sample group with the highest prevalence of bullying. The second approach was a qualitative approach that included conducting an in-depth interview with seven participants who volunteered to be interviewed. Main findings: The results represented and discussed suggest that bullying is prevalent in the public hospital in the Free State, and that some of the most prevalent behaviours are that of interrupting someone while they are speaking, belittling someone’s opinion, excessive monitoring of work, or flaunting one’s status or authority. Antecedents such as attitude, job environment, perception, power and language have been identified as possible causes for bullying behaviour. Whereas anxiety, not looking forward to going to work and constantly feeling tired are some of the psychological cost, a high frequency of sick leave indicated the organisational cost of bullying. Practical/managerial implications: Participants suggested the following interventions that can be implemented by the organisation to possibly prevent bullying behaviour: an orientation programme; a policy on how to interact with staff; complying with the language policy; creating a grievance policy; support groups and training with a specific focus on anger management; emotional intelligence, and coping skills. Contribution: While bullying is prevalent and actively combated elsewhere in the world and in local schools, the importance and consequences thereof should still be realised in South African organisations. This study examined the prevalence of bullying in a public hospital, and the possible antecedents of bullying behaviour, the cost of such behaviours that should be considered by the organisation, and possible interventions that could be implemented. In line with the literature, South African organisations can benefit from realising the importance and implementation thereof. / AFRIKAANSE OPSOMMING: Oriëntasie: Bullebakkery is 'n vorm van onproduktiewe gedrag wat meer subtiel is en moeiliker is om te bepaal. Dit word aangehits deur individuele asook organisatoriese faktore. Doel van navorsing: Hierdie studie het ten doel om bullebakery te verken in 'n publieke hospitaal, en streef daarna om by te dra tot die literatuur, deur riglyne te verskaf om organisatoriese praktisyns, maar ook werknemers te help met die vorming van beleide en prosedures om werknemers teen die bullebakery te beskerm. Motivering: Bullebakery is tans 'n groot fenomeen in skole, en min navorsing bestaan in Suid-Afrika wat die omvang van bullebakery binne organisasies kan verduidelik. Die fokus van die studie is om die moontlike faktore en die koste van bullebakery in 'n publieke hospitaal te ondersoek en riglyne vir die voorkoming van bullebakery te voorsien. Ontwerp, benadering en metode van navorsing: Die navoringsontwerp wat gevolg is, is 'n gemengde metode studie. Eerstens, is 'n kwantitatiewe benadering gevolg waarvolgens vraelyste aan 77 deelnemers uitgedeel is. Die vraelys bestaan uit vyf afdelings, naamlik: demografiese besonderhede, die voorkoms van bullebakery en intervensies teen bullebakery, tipes bullebakery, negatiewe gedragvraelys en werkteisteringvraelys, en die koste van bullebakery. Data is deur middel van beskrywende statistiek ontleed om die steekproef met die hoogste voorkoms van bullebakery te bepaal. Die tweede benadering wat gevolg is, is 'n kwalitatiewe benadering, met die uitvoering van 'n in-diepte onderhoud met sewe deelnemers wat vrywillig aan 'n onderhoud deelgeneem het. Vernaamste bevindings: Die resultate en bespreking daarvan dui daarop dat bullebakery algemeen voorkom in die openbare hospitaal in die Vrystaat. Dit dui aan dat die algemeenste bullebakery behels die onderbreking van iemand terwyl hulle praat, verkleinering van iemand se opinie, oormatige monitering van werk en dan spog met jou status of gesag. Faktore soos houding, werksomgewing, persepsie, krag en taal is geïdentifiseer as moontlike oorsake vir die bullebakery gedrag. Verder is angs, om nie daarna uit te sien om te gaan werk nie en voortdurende moegheid, as sommige van die sielkundige koste van bullebakery wat geïdentifiseer is. ‘n Hoë frekwensie van siekteverlof is geïdentifeer as die organisatoriese koste van bullebakery. Praktiese/bestuursimplikasies: Die deelnemers het aangevoer dat die volgende stappe deur die organisasie geïmplementeer kan word om moontlik bullebakery te voorkom: 'n oriënteringsprogram, 'n beleid oor hoe om te kommunikeer met die personeel, navolging van die taalbeleid, die skep van 'n griefbeleid, ondersteuningsgroepe; opleiding met 'n spesifieke fokus op woedebestuur, emosionele intelligensie en hanteringsvaardighede. Bydrae: Terwyl die bullebakery algemeen en aktief in plaaslike skole bestry word, is dit ook van belang om die impak daarvan op Suid-Afrikaanse organisasies te ondersoek. Die fokus van hierdie studie is die ondersoek na bullebakery in 'n publieke hospitaal en die moontlike oorsake daarvanvan, die koste van sodanige gedrag wat deur organisasies oorweeg moet word, en moontlike intervensies wat geïmplementeer kan word. In ooreenstemming met die literatuur kan Suid-Afrikaanse organisasies baat vind deur die belangrikheid van die implementering daarvan te besef.

It is commonly observed that elementary and secondary teachers often work in isolation and that providing opportunities for teachers to work together helps improve student outcomes. But it can be difficult to find time for teacher collaboration, whether in professional learning communities, grade-level teams, or other collaborative groups. Given the extensive role of collective bargaining agreements in governing teachers’ hours and working conditions, this study explores the role of collective bargaining in creating time for teacher collaboration. Using legal and content analyses, the study examines scope-of-bargaining statutes in each state to determine the extent to which district and union leaders are required to bargain over teacher time. It also uses the content-analysis methodology to review how collective bargaining agreements from thirty-one of the nation’s largest school districts restrict or promote teacher time for collaboration. The study concludes that collective bargaining plays a considerable role in teacher collaboration time. Not only do most states have statutes that require stakeholders to bargain to create opportunities for collaboration time, the resulting collective bargaining agreements directly and indirectly affect time for collaboration. These findings establish that in almost all states where collective bargaining is required, school officials and teachers cannot advance teacher collaboration without the assistance of collective bargaining. Moreover, success in creating collaboration time depends largely on how the collective bargaining agreements restrict or promote that time. In light of these findings, the study recommends that local leaders and state policymakers take steps to promote teacher collaboration through collective bargaining by (1) prioritizing and reducing teacher workload; (2) removing teacher duty-hour limits; (3) expanding noninstructional time, including through additional teacher-collaboration set-asides; and (4) involving school leadership in determining how noninstructional time is used.

Collaboration between general and special education teachers is essential for students with disabilities to have access to general education curriculum and instruction, and improved outcomes in school. The Individuals with Disabilities Act (IDEA), and No Child Left Behind Legislation, include mandates that increase demands for collaboration. However, many general and special education teachers report not feeling prepared to step outside traditional roles to collaborate to meet the needs of this population. Collaboration is also a strong element of teaching and special education standards for teacher preparation. Yet, research shows many teacher education programs lack coursework and field experiences that focus on collaboration. The purpose of this study was to explore experiences special education teacher candidates had in collaboration with general education teachers during student teacher field placements. The research questions include: (a) To what extent are special education student teachers expected to collaborate with general education teachers during field placements; and (b) How are perspectives on collaboration with general education teachers different between special education student teachers and their mentor teachers? The study used qualitative multiple-case study design and content analysis. Data were collected across three different school contexts (elementary, middle school, and high school) in which special education candidates were placed for student teaching. Participants included special education student teachers and their mentor teachers from each setting. Data sources included interviews, a survey of collaborative practices, text analysis of teacher work samples, and field-placement evaluations. Results of the study show many collaborative practices occur across different special education settings to various extents, and special education candidates have opportunities to learn about perspectives on collaboration and collaborative practices with general education teachers from mentor teachers. However, the standards-based student teaching performance measures did not guide or document the learning and experiences of special education student teachers in relation to collaboration with general education teachers. Recommendations are made for adding guidelines and performance measures in teacher education programs that prepare special education teacher candidates for collaborative roles in schools.

During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district's two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets - archival literacy benchmark scores and coach surveys - to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches' ability to implement the data initiative successfully.