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The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (MBA)--Stellenbosch University, 2014. / In this study I explore the perceptions and experiences that matriculants have of the culture in their particular school. I argue that in order for the principals of these four schools to improve the relationship between staff and learners and to improve pass rates, it is important that they know how the culture in their school affects learners and that they learn how to connect with the learners through the culture in their school. I highlight the importance of the school culture through an explorative and descriptive research design. I look at the elements that make up the characteristics of an organisation’s culture and how a school could cultivate a healthy learning environment for learners. I refer to emotional intelligence as an important aspect of this transformation for which both learners and staff have to take responsibility. I also stress the fact that each school has its own personality and therefore it should be noted that the findings, conclusions and the recommendations cannot be generalised. Each school needs to be considered in the light of its own personality and therefore its own organisational culture will determine what the learners and staff need to do to improve education in their school. In the study, I refer to teachers as change agents in their school because they know the learners well and have a huge influence on them. The principal as curriculum leader should however take the lead in the process and through his or her leadership style should model the behaviour they want to see in their schools. The principal is seen to be the one to take responsibility for this process of change and manage expectations both inside the school and outside of the school. In order to be more effective and create a healthy learning environment, the teachers need to be more acutely aware of the learners around them, how they learn and take in information. In addition to that they need to have knowledge of their own teaching style. The four schools involved in the study were chosen because they represent both formerly advantaged and formerly disadvantaged areas. This has since changed, but it has not influenced the culture of the school that much. It has helped the schools to be more open to diversity and multiculturalism, but it has not really changed the operating system of the school that much. The learners are proud to be associated with their respective schools and do not feel that they are in any way treated unequally in their school. Problems such as learners dropping out from school, using substances and falling pregnant while still at school are a reality in these schools. Learners feel their peers need to concentrate on their education and should ask for help if need be, however each person is different and the way they deal with situations in life is different. A lot depends on the support a learner has. My argument is that if these learners are supported and cared for they will do much better in school and they will be less likely to drop out of school. The thesis is concluded with a few recommendations to the principals of these schools as well as suggestions for future studies.

本研究目的旨在探討國小校長轉型領導、學校文化取向與學校創新經營關係，並剖析不同背景變項、環境變項在校長轉型領導及學校知識創新行為上的差異情形；分析校長轉型領導與學校創新經營之關係；學校文化取向與學校創新經營之關係；校長轉型領導、學校文化取向對學校創新經營的交互作用關係，以及檢定本研究所假設之模式是否適配。 　　本研究兼採文獻分析法與問卷調查法。根據研究目的、研究問題及文獻探討，編製「國小校長轉型領導、學校文化取向與學校創新經營關係調查問卷」，然後依學校所在地區及學校規模大小，抽取台灣地區63所公私立國民小學1435位教師為對象，調查所任教學校校長轉型領導、學校文化取向與學校創新經營之實況，並探究三者間關係。本研究將校長轉型領導分為親近融合、願景與承諾、激勵共成願景、尊重信任、智識啟發與個別關懷；學校文化取向分為團隊文化、權變文化、市場文化與層級文化，而將學校創新經營分為行政管理、知識分享、外部關係、資訊科技，以及課程教學五個向度。調查結果經由內部一致性分析、因素分析、變異數分析、逐步多元迴歸分析以及線性結構關係分析（LISREL）等統計方法，加以處理分析。 本研究主要發現如下： 一、國小校長最注重之轉型領導層面以「激勵共成願景」最高，其次為「願景與承諾」以及「尊重信任」，而「個別關懷」相對較低。 二、目前學校之文化取向趨向「層級文化」與「團隊文化」；相對的重視外部環境控制之「市場文化」取向為最低。 三、在學校創新經營方面，以「課程與教學」、「資訊科技」與「行政管理」創新經營較高，「教師知識分享」與「外部關係」創新經營較為偏低。 四、國小校長運用轉型領導有助於學校創新經營之實踐；其中轉型領導之「智識啟發」、「激勵共成願景」、「願景與承諾」對整體學校創新經營最具預測效果。 五、在學校文化取向方面，以「團隊文化」與「權變文化」最有助於學校創新經營。 六、轉型領導與學校文化取向同為學校創新經營所需要。若校長轉型領導能同時配合促成有助於創新經營之團隊式、權變式學校文化風格，將更有助於學校朝向各方面創新經營實務。 七、教師所知覺校長有較高學歷、年輕以及在該校年數較長者，校長轉型領導的程度較高。 八、中型規模學校與私立學校校長轉型領導的程度較高。 九、年長、資深、兼任行政職務教師所知覺轉型領導的程度較高。 十、位於院轄市、省轄市之學校，其部分學校創新經營的程度較佳。 最後，本研究並對教育行政機關、校長、學校與未來研究提出提出以下之建議： 一、對教育行政機關之建議： （一）校長職前與在職訓練，宜融入轉型領導相關課程。 （二）應加強校長之專業發展，以塑造良性文化與提昇學校創新績效。 （三）應適度控制學校經濟規模，以利於轉型領導之推動。 （四）應定期訪視與考核學校之創新成效，並獎勵績效卓越之經營團隊，以催化學校創新之動力。 （五）應鼓勵各區域內不同學校結合為創新之夥伴學校，彼此合作交流，營造具分享之創新社群。 二、對校長之建議： （一）應增進校長轉型領導之智識啟發、激勵共成願景與願景與承諾層面，以發揮學校創新經營成效；應展現變革的態度與行政支持，以提高學校創新經營績效。 （二）校長於行政管理與資訊科技創新經營方面，尚需加強轉型領導之親近融合與尊重信任層面。 （三）校長宜多個別關懷年紀較輕、年資較淺，以及未兼任行政職務之教師。 （四）校長應同時使用轉型領導及有利於創新之文化取向，以增加學校創新成效。 （五）校長應展現轉型與變革的態度以及對於行政之支持，以提高學校創新經營績效。 （六）校長應積極在職進修，以提昇專業智能。 三、對學校之建議： （一）學校外部關係創新經營層面，應增進學校動態能耐。 （二）應加強教師知識分享創新，以增進創新之可能。 四、對未來研究之建議： （一）研究對象方面，建議擴大研究群體。 （二）研究方法方面，建議深化研究之脈絡。 （三）研究工具方面，文化取向計分方式調整，並擴充學校創新之向度。 （四）內容方面，建議以知識創新情形為主軸，並將經費之因素納入考量。 / The purpose of this study was to explore the relationships between principal’s transformational leadership and school cultural preference and school innovative management in elementary schools. The difference between principal’s transformational leadership and innovative management of school, principal’s transformational leadership and innovative management of school, school cultural preference and innovative management of school were tested by various demographic variables and environmental variables. Moreover, researcher probed the interaction among them and examined if the assumptive model was appropriate. In the study, principal’s transformational leadership was respectively divided into six dimensions, there were “intimateness and integration” and “vision and commitment” and “visions inspiration” and “respect and trust” and “intellectual stimulation” and “individualized consideration”. School cultural preference, according to Competing value framework, could be divided into four quadrants—clan, adhocracy, market, and hierarchy. Schools’ innovative management were divided into five dimensions, there were “administration and management”, “knowledge sharing”, “exterior relationship”, “information and technology”, and “curriculum and teaching”. The study was proceeding with survey study as well as literature reviews. According to the result of literature review and the purposes and issues of this research, a 6-point Likert-like scale was made for data aggregation. 1435 teachers in 63 public and private elementary schools were surveyed in terms of the school size and location. Finally, 1152 data were collected and used to analyze the status quo of principal’s transformational leadership, school cultural preference and innovative management of school and the relationships among them. The data were analyzed with SPSS Version 10.0 for Windows at the 0.05 level. Statistics methods such as internal consistency, factor analysis, ANOVA, stepwise regression and LISREL were used to data analysis. The findings of this research were listed below: 1. Most of the elementary school’s principal were emphasized on “vision invigoration”, some of them emphasized on “visions and commitment” and “respect and trust”, fewer emphasized on “individualized consideration”. 2. Hierarchy and Clan were the current culture preference of school; Market culture, which took much attention to exterior surroundings, was deserted. 3. On the innovative management of school, “curriculum and teaching” and “information and technology” and “administration and management” were scored higher than “knowledge sharing” and “exterior relationship”. 4. Principal’s transformational leadership induced to the practice of school innovative management; especially the “intellectual stimulation” and “visions invigoration” dimensions were found have higher predictive efficacy than “individualized consideration”. 5. On the school cultural preference, Clan and Adhocracy were more contributive to school innovative management. 6. The appropriateness assumptive model among principal’s transformative leadership, school cultural preference and school innovative management was considered to be fine. 7. Under the consciousness of school teachers, the principals with higher academic background, younger and more experienced did score higher on transformational leadership. 8. The principals who were in middle-sized schools and private schools did score higher on transformational leadership. 9. The schoolteachers who were older, senior, administration experienced were more perceptive to principal’s transformational leadership. 10. The schools which located at Yuan-commanded cities and province- commanded cities scored higher on school innovative management. Based on the findings, several conclusions and recommendations were made for governmental authorities, principals of elementary schools, schools and further researchers.

Syftet med denna studie är att förklara varför en segregerad skola läggs ner och vad som händer med elever som ofrivilligt möter en ny skolkultur. Jag vill förtydliga de politiska besluten som legat till grund för förändringen och vilka konsekvenser beslutet får för eleverna. Syftet är också att belysa vilken betydelse en annan skolkultur med ett inkluderande arbetssätt har för de elever som tvingas byta skola mitt under högstadiet.   Som kvalitativ metod för datainsamling har jag valt intervjuer med ansvariga politiker samt med ett antal elever som tvingats byta skola. Dessutom har jag gjort uppföljningar av trivselenkäter och betygsresultat för de berörda eleverna jämfört med de elever i samma årskurs som inte gått på mottagande skola under hela högstadiet.   Politikernas avsikt med att lägga ner skolan var att bryta segregationen och de sjunkande elevresultaten. Man ville också, via en omläggning av flera verksamheter, använda de nyrenoverade lokalerna bättre. Lyckades man då med sitt beslut? Resultatet visar att betygsresultaten förbättrades för de elever som bytt skola, t o m mer än för eleverna i referensgruppen. Eleverna säger att de känner sig välkomna på den nya skolan, de uppskattar framförallt lärarna och tycker att undervisningen är bättre. Men de får inte så många nya vänner och flera säger att de längtar tillbaka till sin gamla skola.   Utifrån studiens resultat kan vi dra följande slutsatser. Politikerna lyckades med sin avsikter och känner sig nöjda med beslutet flera år senare, även om man erkänner att det funnits brister i informationen. Att lägga ner en skola är både ovanligt och äventyrligt. Ur ett elevperspektiv är det inte optimalt att tvingas byta skola mitt under högstadiet. Även om det går bra för deras resultat blir den nya skolan aldrig riktigt deras. / The purpose of this study is to explain why a public high school in Växjö, Sweden, dealing with issues of segregation and falling results, closed down and what happened to the students who involuntarily had to change schools and meet a new school culture. I want to clarify the politicians’ reasons that formed the basis for the decision and the consequences of the decision for the students. The study also aims to highlight the importance of a school culture with an inclusive approach for students who are forced to change schools in the middle of high school.   As qualitative methods for data collection, I have chosen interviews with the politicians and a number of the affected students. Additionally, the students’ results and their well-being (as expressed by the students themselves in surveys) after changing schools were followed and compared to a reference group of students in the same grade who also hadn’t been attending the receiving school from the start of high school.   The politicians’ intent when deciding to close down the school was to break the segregation and the long-term trend of falling results. Moreover, they wanted to improve the usage of some newly renovated facilities through a reorganization of several activities. So, did the politicians achieve what they hoped when drafting this unusual and risky decision? In this study, I show that the affected students improved their grades, their improvement being even larger than the students in the reference group. Additionally, students expressed through the surveys that they felt welcome in the new school, that they appreciated the teachers and found the teaching in their new school better than previously. However, they also expressed troubles making new friends and some were longing to return to their old school.   My conclusions from this study are the following: The politicians succeeded with their intentions and feel satisfied with the decision several years later, although acknowledging that there had been shortcomings regarding the information they distributed to the students and their parents. From a student perspective, it is not optimal to have to change schools in the middle of high school. Even though they improved their grades after the change, they never felt completely at home in their new school.

Rituals in the school environment, specifically in small schools with composite classes, are the subject of the diploma thesis. The theoretical part describes the environment of the small schools with composite classes in the Czech Republic and the specifics of teaching work in them. They are also discussed the rituals in general terms and the relationship to the hidden curriculum in this part. Specific rituals in contemporary small schools are described in following sections. The research part is conceived as a qualitative analysis of structured interviews with teachers and directors of small schools. The diploma thesis ends with a synthesis of empirical and theoretical part and with interpretation the results. The overlap of topics related to the problem that is mentioned in the conclusion.

A história do livro didático brasileiro é recuperada neste trabalho no período correspondente à instalação do Estado Nacional, juntamente com a criação das escolas públicas elementares e secundárias, até a primeira década do século atual, com as propostas de ampliação da rede escolar do regime republicano. Nesta trajetória, acompanhamos a construção do saber escolar organizado pelo poder educacional, dividido entre o Estado civil e a Igreja Católica. Em meio às disputas entre os dois setores, o livro escolar desempenhava um papel fundamental na concretização dos projetos educacionais de ambas as tendências. O livro didático foi se transformando em uma importante mercadoria das empresas editoriais que se aliaram ao Estado na divulgação dessa produção cultural que tendia a se ampliar. O saber escolar contido no livro didático é analisado pelas disciplinas História Geral e do Brasil, desvendando o processo de transposição do saber erudito para o saber a ser ensinado. Dentro dessa problemática, situamos o papel dos autores dos livros didáticos de História e o \"lugar\" de sua produção. A partir da confecção do livro didático, na qual pudemos identificar os inúmeros agentes que interferiam em sua composição, buscamos identificar como este objeto cultural era usado por professores e alunos nos diferentes espaços escolares, detectando as questões que envolveram o processo de ensino e aprendizagem do período. / The history of the Brazilian textbook, in this research, is presented from the constitution of the National State, with the creation of public schools until the first decade of the twentieth century, with the expansion of schools under the republican regime. In this trajectory, we follow the construction of school knowledge organized by the educational power, divided between the civil state and the Catholic Church. The textbook, amid the disputes between the civil and religious powers, came to occupy a fundamental place in the realization of the educational projects of both tendencies. The research then presents the growth of the production of the school book and its transformation into an important commodity for the publishing companies that allied themselves with the policies of the State in the spreading of a cultural production that tended to expand. The textbook, in a second part of the research, is analyzed by the construction of school discipline. It selects, as a case study, the books of History of Brazil and of Universal History in the process of articulation carried out by the authors between historical and erudite religious knowledge in the production of historical school content. From the process of making the textbook and its different agents, the third part of the research presents how this cultural object was used by teachers and students in different school spaces, identifying the problems that involved the teaching and learning process of this period.

I läroplanen framgår att rektor har ett särskilt ansvar för att lärare ska få den kompetensutveckling som krävs för att de ska kunna utföra sitt uppdrag på ett professionellt sätt. Detta får givetvis konsekvenser för rektors arbete. Syftet med studien är att studera rektors föreställningar och strategier gällande lärares kompetensutveckling. Frågeställningarna berör de föreställningar som framträder när rektorer beskriver lärares kompetensutveckling och vilka strategier har rektor för att verkställa lärares kompetensutveckling? Diskursanalys har använts som teoretisk och metodologisk utgångspunkt. Sex intervjuer av rektorer i grundskolan har genomförts vilket också varit en totalundersökning för en kommunal huvudman. Resultatet visar att rektors föreställningar centreras kring att utveckla undervisningen i klassrummet, skolans kultur och kollegialt lärande.  För att få till en skolkultur som tar sig an kollegialt lärande behöver rektor använda sig av strategier exempelvis genom att lobba för att motivera lärarna till aktuell kompetensutveckling, men också genom att modellera och leva som man lär. Studien visar en tendens till att rektorer placerar lärares kompetensutveckling inom skolutvecklingsdiskursen. Detta får följder som att rektor behöver få till en skolkultur som möjliggör kollegialt lärande för skolutveckling. / The curriculum in Sweden states that the principal has a special responsibility for ensuring that teachers receive the competence development required for them to be able to carry out their assignment in a professional manner. This of course has consequences for the principal’s work. The purpose of the study is to study the principal's conceptions and strategies regarding teacher competence development. The questions are which perceptions emerge when principals describe teachers' competence development and which strategies does the principal have to implement teacher competence development? Discourse analysis has been used as a theoretical and methodological framework. Six interviews of principals in compulsory school have been conducted, which has also been a total survey for a municipality. The result shows that the principal's conceptions are centred on developing the teaching in the classroom, the school's culture and professional learning. In order to get a school culture that takes on collegial collaboration, the principal needs to use strategies, for example by lobbying to motivate the teachers to upcoming competence development, but also by modelling and practice what is preached. The study suggests that principals recognize teacher competence development as part of a school development discourse. Consequently, a school culture allowing professional learning, needs to be established.

Esta tese, que se insere na área de História e Historiografia da Educação, busca compreender os processos de construção do tempo das escolas primárias em São Paulo, entre os anos de 1846 e 1890, num momento em que os sistemas públicos primários de ensino emergiam no âmbito mundial. Particularmente, procura-se entender como as discussões que antecedem a criação das escolas graduadas (1893), corroboram o delineamento de um tempo próprio da escola. As fontes da legislação, dos relatórios de inspeção e dos professores além de outras fontes manuscritas como mapas de freqüência, livros de matrícula, circulares, ofícios, encontrados no Arquivo do Estado trazem elementos significativos acerca do que se entendia quanto a tempo escolar, quais as categorias que se faziam presentes, os desafios da construção de um tempo próprio da escola num momento em que a escola primária ainda não era considerada como responsável ou legítima para educar as crianças. Os conceitos de estratégias (Certeau), representações e apropriações (Chartier) sustentam o exame das fontes. Este trabalho evidencia a transição de um tempo da infância regulado por outras referências sociais para um tempo regulado também pela escola. Embora comporte diversas possibilidades analíticas, a expressão \"estudo sobre o tempo das escolas públicas primárias\" designa o conjunto de medidas e discussões tanto administrativo-organizacionais referentes ao calendário (dias letivos ou não, interrupções das aulas, feriados, férias, matrícula, exames); aos marcos como a idade e os horários e a quantidade de horas de permanência na escola; e à organização do tempo didático (Chevallard e Mercier). O que se chama de tempo didático integra a duração do ensino primário, a definição e ordenação dos conteúdos a serem desenvolvidos com as crianças, os modos de ensinar e aprender e o emprego do tempo. É visível, a partir de meados do século XIX, que cada um desses elementos da estrutura temporal da escola vai sendo arquitetado para integrar pouco a pouco uma temporalidade identitária da instituição escolar. Nesse processo, instalaram-se novos tempos para os professores, para os alunos, mas também para a sociedade em geral, e, de modo particular, para as famílias que tinham crianças nas escolas primárias. Ao situar-se num momento histórico que antecede o que há alguns anos foi consagrado pela literatura tradicional de História da Educação como o \"período áureo da educação brasileira\", de modo particular os anos 1890 e 1920, este estudo colabora com as discussões já iniciadas sobre a construção das escolas públicas primárias em São Paulo, mediante a ênfase no aspecto temporal. / This thesis, in the field of Education History and Historiography, aims to understand the processes by which time was constructed in elementary schools in São Paulo, between the years of 1846 and 1890. That was a period when public elementary systems of schooling arose in a worldwide set. It is of special interest to understand how the debates that occurred before the creation of graduated schools (1893), contributed to the definition of school times. This analysis has to consider the specific context of the society (slavery, monarchy, rural economy), its institutions dedicated to the education of childhood (as family and Church) and the school existent in the period. Through this analysis it is possible to contibute to the understanding of the specificities of school culture, considering that it is builted from a specific context in the intersection of social ends (Julia). This concept is also apprehended as the combination of influences from the norms, from those who act in teaching and scholar theories (Escolano). Considering that the school culture and form of the graduate school come from earlier periods (Julia, Vincent) we integrate to this text histories of time in other countries and the cultural influences of other periods and institutions. The documentary sources are the legislation, inspectors\' and teachers\' reports, as well as other manuscripts as freqüency maps, enrollment books and deliberations on everyday business found in the State Archive. These documents express strategies (Certeau), representations and appropriations (Chartier) and bring significant elements on what was understood as school time, what were the categories used and the challenges of the construction of a specific school time when the elementary school wasn\'t still perceived as the main and legitimate institution for the education of the children. In this sense, this research shows the transition of an infant time ruled by other social references to a time that is also regulated by the school. The generic expression \"study on the time of public elementary schools\" contemplates several analytical possibilities, however it refers here to a set of administrative and legal measures, as well as the debates. This set concerns the calendar (school days, hollydays, vacations, enrollment, tests); the milestones as proper school age as well as the distribution and total amount of hours students had to remain in school; also the organization of the didactic time (Chevallard e Mercier) that is a part of elementary schooling, the definition and organization of the contents to be taught to the children, ways of teaching and learning - all of that concerning to the employment of time. It is noticeable, since the middle of the XIXth. Century, that each and every one of these elements of school temporal structure was being planned to integrate progressively a temporality that is central to the identity of this institution. During this process, new times were imposed on teachers and students, but also on the general society and particularly on the families that had children in elementary schools. This analysis contributes to the debates on the construction of public elementary schools in São Paulo because it points out processes that emerged before the period that is traditionally considered by the History of Education as the \"golden ages\" of schooling in the country (especially the years of 1890 and 1920).