D.Ed. / The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.

Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.

Many school teachers and administrators are concerned by the burdensome demands of school forms. This study surveys the educational forms used in the internal administration of selected secondary schools in British Columbia. The study involves the classification of these forms, an evaluation of their design, and a consideration of administrative practices related to their use. During the investigation of the problem an intensive review of the related literature was made. On the basis of this literature, two survey questionnaires, a functional classification of internal forms, and an outline for rating their design were developed. Altogether 518 internal forms were collected from a random sample of eighteen secondary schools, and opinions on administrative practices were obtained from the principals and a number of teachers in these schools. The study sample was composed of two parts: (1) nine schools, teachers, and principals that were randomly selected from the greater Vancouver area; and (2) nine schools, teachers, and principals that were randomly selected from other parts of the province. The schools in the greater Vancouver area were visited personally. The principals of these schools and the teachers selected by the principals were interviewed. The schools, principals, and teachers from beyond the greater Vancouver area supplied information to comparable mailed questions. Eighty-five per cent of all the schools that were initially selected participated fully in the study. The nine schools from the Vancouver area formed one-half of the sample under study. Approximately one-quarter of the total number of secondary schools in British Columbia are found in this area. These schools, however, have significantly larger enrollments than do schools from the rest of the province. In this study sample several practices in the use of internal forms in secondary schools of British Columbia are judged "superior," many "satisfactory," and some others "unsatisfactory" and "inferior." The majority of schools use forms with "superior" design in terms of the following factors: identification, spacing, sequence, understanding, paper, and reproduction. Most schools, however, give "inferior" consideration to the combinations of related purposes into single forms. The practices of: (1) always retaining the duplicating stencils designed for forms, (2) having no forms-control authority in the school, and (3) not conducting a forms" survey in a school, are also judged "unsatisfactory." An average of twenty-nine different internal forms are used in each secondary school. Teachers complete approximately five internal forms each day and spend approximately ten minutes each day in filling out, filing, or using them. Forms serving organizational or administrative functions are completed most frequently by teachers, but forms related to student progress or development are considered by teachers and principals to be of greater value in education. More internal forms are used regularly in the larger schools than are used in the smaller schools. The internal forms used in the greater Vancouver area schools rated significantly higher in design than did those forms used in schools from the rest of the province. In general, this investigation disclosed that the use and design of the internal forms in the secondary schools of British Columbia are satisfactory, but that some specific aspects of form design and some individual school forms are unsatisfactory. / Education, Faculty of / Graduate

This study was based on Halpin and Croft's Organizational Climate studies. It was designed to evaluate the Organizational Climate Description Questionnaire, and to investigate possible relationships between the Organizational Climate of a school and the socioeconomic status of its patrons. It attempted to do this by administering the Organizational Climate Description Questionnaire to 219 teachers in twenty elementary schools selected on the basis of the socioeconomic status of their patrons. Results would seem to indicate that the subtests of the OCDQ are valid, but that the theoretical basis of the open-closed climate categorization is faulty. The theory behind the questionnaire, and the concept of Organizational Climate are obviously of great value to education. It seems likely that with the proper adaptation the questionnaire could be used to identify and describe three major climate factors. Two patterns of subtest profiles were observed in the twenty schools measured. Both indicate a high degree of attempted control by the principal, and a high degree of independence in the teachers. Both seem to be combinations of different Halpin and Croft climates. Halpin and Croft's climates did not describe the schools measured accurately enough. Because of the breakdown of Halpin and Croft's climates, it was not possible to come to any conclusion about the socioeconomic factor. There seemed to be some relationship between the two observed subtest profiles and the socioeconomic factor, but it proved very difficult to analyze and account for. / Education, Faculty of / Graduate

M.Ed. (Education Management) / The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils achievement marks and I.Q. can be standardised to serve as a basis for dertermining pupil achievement according to potential. Feedback of evaluation data to the teacher must be done with empathy and compassion. In the hands of the professional evaluator, multi-dimensional evaluation can play a vi tally important role in the enhancement of teacher effectiveness.

D.Ed. (Educational Management) / Please refer to full text to view abstract

The study was an investigation into the workflow structure of junior and senior secondary schools. It constituted an attempt to develop a conceptual framework for identifying dimensions of school workflow structure and possible determinants thereof. The study incorporated seven stages: (1) development of a theoretical model of possible determinants of school workflow structure, (2) adaptation and refinement of an existing instrument to measure school workflow structure in junior and senior secondary schools, (3) use of the instrument to identify underlying dimensions of school workflow structure, analysis of the relationships between variables of organizational context and school workflow structure, (5) examination of a particular orientation of professional staff towards students, namely, the degree to which staff are concerned with the control of pupil behavior, (6) analysis of the control orientation, or Pupil Control Ideology (PCI), of professional staff with respect to school type, size, and school district affiliation and, (7) clarification of the relationship between pupil control ideology and school workflow structure. School workflow structure was measured by Kelsey's Diversification of workflow instrument. This instrument is based on the notion of diversification of workflow structure in schools and is an adaptation of Perrow's concept of technological routinization. Two separate major dimensions, 'Diversification of Control' and 'Diversification of Equipment', were found to underlie workflow structure. School districts and school types (junior or senior secondary) differed significantly on school scores on both dimensions. School types were significantly different in size but when size was controlled for type, size was not associated with scores on either dimension. PCI scores differed significantly across school districts in only two of eighteen pair wise comparisons. Junior secondary schools and senior secondary schools were, however, significantly different with respect to their mean PCI scores. Size of school, controlled for type, was not significantly associated with Pupil Control Ideology scores. School mean PCI scores and Diversification of Control scores showed a significant positive association in junior secondary schools. The attempt to explain this finding and the evident lack of relationship in senior schools led to the discovery that the amount of within-school variance on the PCI scores may be a mediating variable between school PCI score and Diversification of Control. When PCI variance is taken into account, prediction of the probable extent of diversification of control is possible for low variance schools but not for high variance schools. PCI scores were also significantly inversely related to Diversification of Equipment in junior secondary schools. The findings were incorporated into a revised model of possible determinants of school workflow structure. The revised model carries implications of a theoretical, methodological, and practical nature. The theoretical implications are found in the clarification of the nature of the relationships among dimensions of school workflow structure, variables of organizational context, and a psycho-sociological variable. Methodologically, the results indicate that, while it is possible to take an instrument such as Kelsey's, which was designed for comparative research, and apply it to a geographically restricted study, it is wise in such cases to consider using the unrefined form of the instrument in order to test not only the applicability of the instrument but also its initial conceptualization. Finally, the relationship of pupil control ideology to school workflow structure has implications for school principals and for the recruitment and placement of professional staff. / Education, Faculty of / Graduate

Submitted in partial fulfilment of the requirements of the degree of Master of Education in the Department of Educational Planning and Administration, University of Zululand, 1997. / This research examines the transformation leadership role of principals during the current transitional period. This study makes use of interviews and questionnaires to determine whether principals themselves as facilitators of transformation and whether it has an effect on transformation as seen by members of the governing body, teachers and students. Based on the opinions of respondents, the study concludes that principals in the areas where the study took place viewed as leaders in the transformation process, especially regarding school policy, school vision and curriculum. The research project as undertaken in various regions, found that although the majority of teachers and students principals as leaders in the transformation process saw a significant high proportion of these respondents who are unsure or disagreed that principals transformation export.

This qualitative study was designed to investigate Puerto Rican Family involvement in the orientation and mobility training of their children with visual impairments. The study examined various aspects of parental participation, namely how Puerto Rican families of children with visual impairments define family involvement, and how they get involved in the orientation and mobility training of their children, how they encourage the use of orientation and mobility techniques in their children, and what meaning they make of their experiences. In addition, the research examined the teachers' perception of the parents' involvement in the orientation and mobility training of their children. Families of six children with visual impairment whose primary reading mode is Braille and their orientation and mobility teachers were interviewed in Spanish. Six narratives were presented to illustrate the findings of the interviews and observations of the families and teachers. Study findings show that although parents are supportive and interested in their children's education, special education professionals and the school system do not promote parental involvement. / A Dissertation Submitted to the Department of Special Education and Rehabilitation Counseling Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2004. / July 6, 2004. / Orientation And Mobility, Family Involvement / Includes bibliographical references. / Sandra Lewis, Professor Directing Dissertation; Sande Milton, Outside Committee Member; Barbara J. Edwards, Committee Member; Bruce Menchetti, Committee Member.

"Administrators trying to use more cooperative planning in their school systems are urged on all sides to do this and to do that. The writer felt there was a need for analysis of what has been said, together with some examples of what has been done concerning the immediate aspects of this problem"--Introduction. / "May 22, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 55-59).