In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development. The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role. The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.

The problem of this study was the determination and analysis of perceptions of selected educators in the State of Texas with regard to current in-service education programs in the public secondary schools. Conclusions were, (1) differences appear to exist in the perceptions of personnel who represent large-, medium-, and small-school districts, (2) teachers' needs, such as motivation, seem to be good staff improvement topics, (3) there appears to be substantial differences in the perceptions of administrators and teachers in the organizing and conducting of programs, (4) current programs and ideal programs appear to have differences in such areas as selection of activities, and (5) programs are not as effectively planned and organized as they should be.

The purpose of this study was to assess the knowledge base of Virginia's public secondary school counselors in specific areas of school law that are directly related to the issues they encounter within their job responsibilities. A sample size of 416 was selected from a list of 1,892 Virginia public secondary school counselors. These 416 school counselors were sent a secure, online assessment that focused on specific school law areas related to their job responsibilities. To obtain the 66.8% response rate, four sets of emails were sent out once a week for a total of four weeks reminding school counselors to respond. Phone calls also were made attempting to gather responses. Descriptive statistics were used to summarize the data from the assessment. Then one-way analysis of variances, independent t-tests, and Pearson correlations were used, when appropriate, to determine the relationship between the independent variables and the counselors' knowledge of school law. The mean score correct on the assessment was 29.42/40 (74%). A significantly positive statistical relationship was found at the .05 level with school law knowledge and years of experience. It was discovered that there was a statistically significant difference between counselors' knowledge of school law and having been issued a subpoena, appearing as a witness or defendant in a court of law, and having earned a teaching certificate. The study also surveyed the 16 university/college school counseling preparation programs in Virginia in order to assess if and how students were being taught school law. Of the 11 programs that responded, the survey revealed that only one school, Norfolk State University, offers a class specifically on school law. Seven of the 11 programs (64%) did report covering school law as part of other courses such as legal and ethical issues in counseling. The goal for this study was to identify gaps in school counselors' understanding of school law. This identification could assist principals, school systems, and graduate school counseling programs in developing additional training opportunities for counselors. By doing this, the very real threat and fear of being held liable in court could be reduced. / Ed. D.

Master of Public Health - MPH / Teenage childbearing interferes with girls' educational attainment in many settings, as it frequently marks the end of their schooling. While the right to education is guaranteed in the Constitution and its Education Act of 2004, which include clauses supportive of girls' continuing their education during pregnancy and after childbirth, data show that many teenage girls do not return to school after childbirth. According to official figures, 10 out of 18 teenage mothers in the Seychelles did not return to school in 2013. A young girl terminating her education early because of pregnancy may have negative social, economic and health consequences for the individual and for the Seychelles as a country. To avoid the negative consequences that may result from pregnant teenage girls not completing school, it is important to explore the facilitating and hindering factors to young mothers returning to school after childbirth in the Seychelles. This research aimed to explore the factors that influence teenage mothers to return to school after childbirth in Seychelles. A qualitative research methodology was used, where in-depth interviews were conducted with twelve young women who were teenage mothers, and with four key informants. Amongst the young women, six had returned to school after childbirth, and six had not return to school after childbirth. The key informants were professionals including a school counsellor, a schoolteacher, a counsellor working with young mothers, as well as a professional working with a Non-Governmental Organization (NGO) that targets out of school young pregnant girls. Purposive sampling was used to access the research participants. The content of the interviews was transcribed and then analyzed using thematic analysis. The findings indicated that there were numerous factors influencing a young mother’s decision to return to school after childbirth in Seychelles. These were not limited to individual level factors such as the internal motivation of the young mothers to achieve a better future for themselves and their child, but also included other immediate and broader influential factors. Family support was crucial in determining whether a young mother would return to school after childbirth. Furthermore, the school environment was not always conducive to the retention of the teenage mothers, as often teachers’ attitudes, the rigid grade system and school uniform policy acted as deterrents for those young girls’ school return. Additionally, the school policy for pregnant learners and teenage mothers, and the lack of welfare assistance, were other hindering factors to the young women's return to school. These factors were often interconnected, and collectively impacted on those teenage mothers' decision to return to school. Teenage mothers and their children are two vulnerable groups in society. Pregnant girls dropping out of school after delivery can contribute to the chain of poverty in Seychelles, as this leads to their having lower educational attainment, reduced employment and career development opportunities. To address the issue of teenage mothers not returning to school after childbirth in Seychelles, it is important to have better mechanisms that will together tackle the multiple factors influencing their return to school. This involves adopting a health promotion approach using the Ottawa Charter. This would be done by adopting healthy policies and creating a supportive school environment with regard to teenage mothers and pregnant learners and would include the Ministry of Education working in partnership with other sectors so as to adopt a comprehensive approach to teenage mothers and schooling.

The problem with which this study was concerned is an investigation of physics instruction in Texas public secondary schools. The purposes of this study were to investigate the status of physics instruction and to determine the in-service needs and preferences of the physics teachers in Texas public secondary schools. Data were collected by a questionnaire that was sent to a stratified random sample of 100 teachers. The questionnaire was evaluated by a panel of advisors and pilot tested. The bases for stratification were relative school size and geographic location. Usable returns were obtained from 69 respondents.

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system. / Information Science / MA (Information Science)

The study was primary undertaken to critically study the nature of learner performance and teaching in public secondary schools in Zambia, with a focus on four public, co-education, day schools in the Copperbelt region for the purposes of addressing the challenge of poor performance in the Grade 12 National examinations that has characterised public secondary schools in the country. The researcher was guided by the main research question: ‘What is the nature of learner performance and teaching in public secondary schools in Zambia?’ The aim of the research was to establish the factors that negatively affected learner performance and teaching in the selected schools in order to develop effective mechanisms that would improve the education system in public secondary schools both at regional and national levels. The study was undertaken using a qualitative interpretive phenomenological approach mainly propounded by Martin Heidegger (1889-1976), for the purposes of collecting the lived experiences of the 24 purposively selected participants employed in this research: 4 head teachers, 8 teachers and 12 learners. Data collection was based on semi-structured interviews among the two longest serving teachers (male and female) per school and each of the head teachers in all the four schools; and two focus group interviews (from the highest and lowest performing schools) comprising six learners per group of equal gender among the selected Grade 12 candidates from the debate club and school council. The research also included analysis of documents like: school mission statements and visions, schemes and records of work and learners’ record of performance. The gathered information was manually analysed and interpreted. The major findings from the analysed data were that public secondary schools were negatively affected by four main categories of factors: (a) socio-economic factors; (b) the nature of the teaching and learning environment; (c) personal factors relating to the learners, teachers and head teachers; and (d) policy issues relating to learner enrolment and assessment, teacher selection, recruitment and development and highly controlled bureaucratic systems. The study established that improved learner performance is crucial to national development because the quality of an education system is measured by the performance of learners, and is the major drive for many aspects of development. The study also revealed that it was possible to improve learner performance, based on a number of lessons that can be drawn from the international research findings on characteristics of high-performing schools. Finally, the study recommends that public secondary schools in Zambia should revise their approach to enrolment of learners, teacher recruitment and development, and leadership appointment, and should adopt policies that meet the needs of the Zambian context as well as investing in research. / Educational Studies / D. Ed. (Philosophy of Education)

For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system. / Information Science / M.A. (Information Science)