本研究旨在瞭解臺北市立國民中學學校領導、學校行政及學校效能之現況與關係，進而建構及驗證其互動模式，以探討參選優質學校的學校領導及行政管理等向度，對其學校效能的影響，並且依研究結果提出建議。 本研究抽取臺北市立國民中學及完全中學國中部共計30所學校，針對學校校長、主任及組長進行調查，總共發出326份問卷調查，收回有效問卷268份。再以描述統計分析、t考驗、單因子變異數分析、相關分析及多元逐步迴歸分析等，探討其實施現況、相關情形及學校領導、學校行政對學校效能之預測力，最後進行討論與結論建議。研究主要發現如下： 一、 臺北市立國民中學學校領導、學校行政及學校效能發展之現況： (一) 學校領導向度包括領導理念、領導團隊、領導作為及領導績效四向度；其整體與各分向度得分皆為中高，其中以領導理念得分最佳。 (二) 學校行政向度包括知識管理、人力管理、事務管理及績效管理四向度；其整體與各分向度得分皆為中高，其中以事務管理得分最佳。 (三) 學校效能包括行政領導、教師教學、學生表現、環境規劃及社區關係五向度；其整體與各分向度得分皆為中高，其中以社區關係得分最佳。 二、 不同背景變項在學校領導、學校行政及學校效能之差異情形： (一) 不同背景變項在學校領導的得分方面：研究發現在年齡、行政年資擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 (二) 不同背景變項在學校行政的得分方面：研究發現在行政年資、擔任職務、學校類型有顯著差異，但在性別、年齡、最高學歷、學校規模及參選優質學校評選經驗無顯著差異。 (三) 不同背景變項在學校效能的得分方面：研究發現在年齡、行政年資、擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 三、 學校領導、學校行政及學校效能發展之相關情形： (一) 整體學校領導與整體學校行政間呈顯著正相關(r =.831,p<.001)，學校領導各分向度中，以領導績效與整體學校行政的相關程度最高。 (二) 整體學校領導與整體學校效能間呈顯著正相關(r =.829,p<.001)，學校領導各分向度中，以領導績效與整體學校效能的相關程度最高。 (三) 整體學校行政與整體學校效能間呈顯著正相關(r =.851,p<.001)，學校領導各分向度中，以績效管理與整體學校效能的相關程度最高。 四、 學校領導、學校行政各向度對學校效能之預測情形： 學校領導之領導績效、領導團隊及領導理念對整體學校效能有顯著的預測力；學校行政之績效管理、事務管理及人力管理對整體學校效能有顯著的預測力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民中學及後續研究參考。 / The main purpose of this study was to investigate school eadership, administration management and school effectiveness in Taipei municipal junior high school. What this study aimed at was to understand the current situation of school leadership,administration management and school effectiveness and the correlation between them. Questionnaire survey is used as the research method in this study. 326 samples were delivered to principals, directors and chiefs of 30 Taipei municipal junior high schools, among them were 268 retrieved valid. The collected data were analyzed by Descriptive Statistical Analysis, t-test, One-way ANOVA, correlation ,Multiple Regression and LISREL model. The analysis of the data revealed the following conclusions: A.In the aspect of school leadership: 1.The school leadership include four parts: (1) leadership philosophy,(2) leadership team,(3) leadership behaviors,(4) leadership performance.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is” leadership philosophy”. 2.Teachers’ age, years of service,and position of service have significant influences on school leadership. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. B. In the aspect of administration management: 1.The administration management include four parts: (1) knowledge management,(2) staff management,(3) affairs management,(4) performance management.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is”affairs management”. 2.Teachers’ years of service, position of service ,and school types have significant influences on administration management. But teachers’ sexual, age, highest educational degree, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. C. In the aspect of school effectiveness: 1.The school effectiveness include five parts: (1) administration leadership,(2) teaching performance,(3) student learning performance,(4) campus planning,(5) community relations.The perception of principals, directors and chiefs were above average agreement of the five parts.The best dimension is” community relations”. 2.Teachers’ age, years of service, and position of service have significant influences on school effectiveness. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. D. In the aspect of relationships among school eadership, administration management and school effectiveness 1.There was positive correlation and regression existed among school eadership, administration management and school effectiveness. 2.School leadership and administration management did promote school effectiveness. In the last part, the researcher, based on the finding, proposes some suggestions for the education authorities, the junior high schools’ principals, and the future researcher, hoping to benefit the development of junior high school education in the future.

本研究旨在建構並驗證私立高中職學校校長分布式領導、學校組織健康與學校效能之模式，並比較不同教師背景變項及學校背景變項的差異，依據研究所得結論，分別對教育主管行政機關、私立高中職董事會、私立高中職學校及後續研究者提出建議，以做為推展校長分布式領導，促進學校組織健康，及提升學校效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討私立高中職學校校長分布式領導、學校組織健康與學校效能之關係及模式驗證。經由文獻的蒐集與探討，提出本研究的研究架構和路徑關係模式圖。研究對象為北北基私立高中職學校600位教師；研究工具為研究者自編之私立高中職學校校長分布式領導、學校組織健康與學校效能關係之調查問卷。 透過統計分析與討論，本研究獲得以下結論： 一、私立高中職學校教師覺知校長分布式領導、學校組織健康與學校效能之現況屬中高程度。 二、私立高中職學校部分教師在人員背景變項與學校背景變項對校長分布式領導、學校組織健康與學校效能的覺知具有顯著差異。 三、私立高中職學校校長分布式領導、學校組織健康與學校效能三者間具有正向關聯性。 四、私立高中職學校校長分布式領導、學校組織健康對學校效能均具有正向預測力。 五、本研究所建構之私立高中職學校校長分布式領導、學校組織健康與學校效能之結構方程模式具有良好適配度。 / The study aims to construct and examine the model of principals’ distributed leadership, school health, and effectiveness in private senior and vocational high schools, and compare differences in variances of teachers’ background and schools’ background. The outcomes and suggestions provide substantial references for educational authorities and administrations, the board of directors in private senior and vocational high schools, private senior and vocational high schools, and future researchers to promote principals’ distributed leadership, school health, and school effectiveness. This study adopted questionnaire survey and statistical methods such as one-way ANOVA, Pearson Product-Moment Correlations Coefficient, Multiple Regression Analysis, and Structural Equation Modeling (SEM) to explore the association and model of principals’ distributed leadership, school health, and school effectiveness in private senior and vocational high schools. The framework of research and the path analysis module diagram were constructed on the basis of literature reviews. The subjects of the study included 600 teachers teaching in private senior and vocational high schools in Taipei, New Taipei, and Keelung. The research tool of survey questionnaire was created by the researcher, containing constructs of distributed leadership, school health, and school effectiveness. Based on data analysis and discussions, the conclusions are as follows: 1. Participating teachers perceived that the principals’ distributed leadership, school health, and school effectiveness presented a middle to high level. 2. For some participating teachers, there are significant differences between the two variables of teachers’ background and schools’ background on the perceived principals’ distributed leadership, school health, and school effectiveness. 3. There is a positive correlation between the variables of principals’ distributed leadership, school health, and school effectiveness. 4. Both principals’ distributed leadership and school health show a positive prediction power to school effectiveness. 5. The SEM constructed for the principals’ distributed leadership, school health, and school effectiveness showed a goodness of fit.

From the wave of policy reforms of the new Minister of Education and Human Resources for a "World Class Quality Education", stakeholders have been ascribing the poor quality of learner performance to a lack of motivated teachers. This study focuses on the factors that impact on teacher motivation in the Flacq district of Mauritius and on the role of the principal in enhancing teacher motivation. An empirical investigation based on qualitative research was conducted following the literature study on these two themes. Motivational factors pertain to the school-based personal and professional needs of the teacher. Due to centralised school governance and instructional leadership tasks being delegated to the School Management Team, principals are not effective teacher motivators. Recommendations relate to transformational, distributive and participatory leadership strategies for optimal instructional principalship. / Educational Leadership and Management / M. Ed. (Educational management)

Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management and -governance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / D. Ed. (Education Management)

The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana. / Educational Leadership and Management / D. Ed. (Educational Management)

The issue of quality education is a critical topic of discussion, for South Africa facing the challenge of implementation amidst a plethora of progressive policies. This research project is undertaken in collaboration with the Curriculum, Evaluation, and Management Centre (CEM) at Durham University in the United Kingdom. The Middle Years Information System (MidYIS) project was developed with the aim of providing schools with information on how learners would perform at the end of two national examinations namely Key Stage 3 and General Certificate in Secondary Education, in addition to providing value-added information. The purpose of the research reported here is to describe the procedures undertaken to explore the feasibility of implementing the MidYIS system in the South African context. The research was guided by two main research questions. The first research main research question is how appropriate is the Middle Years Information System (MidYIS) as a monitoring system in the South African context? The word “appropriate” here interrogates the suitability of the MidYIS system for South Africa looking specifically at validity and reliability issues. This non-experimental study used a mixed methods design, rooted in pragmatism, to explore validity and reliability issues of using MidYIS as a possible monitoring system that would provide a balanced view of the school’s contribution to academic gains made by learners. The sample included in the study ranged from National Department of Education officials (two officials from curriculum and assessment), Provincial Department of Education officials (one mathematics specialist, one language specialist and one specialist from the Gauteng Department of Education Office for Standards in Education), specialists in the field of language, mathematics, and psychology as well as 11 schools. In particular content-related validity (including curriculum validity), construct-related validity, and predictive validity were examined while inferences drawn with regard to reliability were done by means of internal consistency reliability. From a curriculum perspective for content-related validity, it was found that there was moderate curriculum validity for language while inferences drawn for mathematics were substantially stronger. For content-related validity from a psychometric perspective, it was found that there was overlap between the domain of developed abilities and the MidYIS assessment. Construct-related validity was explored by means of Rasch analysis and it was found that items in the MidYIS assessment tend to form well-defined constructs. Predictive validity was explored by means of correlation analysis between the MidYIS assessment and school-based results in language and mathematics. The analysis shows that it could be possible to use the MidYIS assessment for prediction purposes. However, additional research would be needed to explore this facet of validity further with a larger sample and using standardised school-based results. The MidYIS assessment was found to be reliable for the sample as a whole as well as for population groups within the sample. The second main research question extends the first research question. If MidYIS is valid, with South African adaptations, and reliable, then what factors on a school, classroom, and learner-level could have an effect on learner performance. Thus, the second main research question is which factors could have an effect on learner performance and therefore inform the design of the monitoring system? In order to explore factors, multilevel analysis was undertaken on the various levels within the school system namely the principals, mathematics and language educators, as well as learners who completed questionnaires. It was found that four learner-level factors (with whom learners live, mother’s level of education, importance of mathematics and importance of English), one educator level factor (challenges to assessment due to lack of in-service training) and two school-level factors (educators make use of monitoring systems and encouraging academic achievement) seem to have an effect on the performance of learners. / Thesis (PhD (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / PhD / Unrestricted

[pt] Investigamos fatores associados ao valor agregado de proficiência em Língua Portuguesa e Matemática, a alunos do Ensino Médio de escolas estaduais do estado do Rio de Janeiro. A escolha pelo Ensino Médio é justificada pela importância desta etapa para a concretização plena do direito à Educação Básica, pelos baixos índices de desempenho e rendimento evidenciados nas avaliações nacionais e pela carência de estudos, no Brasil, sobre fatores associados ao desempenho dos alunos nesse nível de ensino. Seguindo apontamentos da literatura sobre as escolas eficazes e estudos baseados na análise de valor agregado, investigamos a variação dos ganhos de proficiência em Língua Portuguesa e Matemática entre os alunos de diferentes escolas da rede e sua associação com um conjunto de fatores internos e externos à escola, por meio do uso de dados do Sistema de Avaliação da Educação do Estado do Rio de Janeiro – SAERJ. Utilizando uma abordagem longitudinal, a obtenção dos valores agregados ao longo do Ensino Médio se deu pela comparação entre as proficiências prévias dos alunos, no SAERJ 2010, quando cursavam o nono ano do Ensino Fundamental, e as proficiências de saída desses mesmos alunos, quando foram avaliados no terceiro ano do Ensino Médio, em 2013. A análise dos dados compreendeu três etapas principais. Na primeira, tendo em vista que o nosso grupo de interesse estava constituído por alunos sem reprovações, comparamos características desse grupo com o restante dos alunos avaliados pelo SAERJ em 2013, de maneira a verificar o quanto nossa amostra se aproximava da realidade do restante do estado em termos das características sociodemográficas e socioeconômicas dos alunos, bem como das características do sistema de ensino (turno, modalidade de Ensino Médio, distribuição geográfica etc.). Os resultados dessa comparação evidenciaram que a amostra de alunos apresenta grandes semelhanças com o universo de alunos avaliados. Na segunda etapa, mapeamos a distribuição dos valores agregados de proficiência entre as escolas da rede estadual, buscando identificar variâncias significativas nos valores agregados, bem como escolas que tivessem se destacado positiva ou negativamente. A conclusão dessa segunda etapa nos permitiu categorizar as escolas da amostra, tendo em vista tanto suas médias de desempenho quanto sua localização na escala de padrões de desempenho do SAERJ. Os resultados mostram que há grandes desafios no Ensino Médio, referentes aos dois componentes curriculares avaliados, sobretudo em Matemática, disciplina na qual uma pequena minoria dos alunos se encontra nos níveis adequado ou avançado de proficiência. Na última etapa, através do uso de modelagem linear hierárquica, foram feitas análises dos fatores associados aos valores agregados de proficiência. Os principais resultados apontam que o porte da escola importa tanto para a eficácia como para a equidade escolar; que a reprovação está associada a desempenhos mais baixos dos alunos especialmente em Matemática; e que políticas e práticas mais democráticas de gestão escolar estão associadas a melhores proficiências em Língua Portuguesa e, principalmente, em Matemática. A tese também traz evidências de escolas em que há associação significativa entre eficácia e equidade, especialmente em Língua Portuguesa. / [en] We investigated factors associated with proficiency value-added in Portuguese and Mathematics to high school students in the state of Rio de Janeiro. The relevance of this work is based on the importance of this level of education for the full realization of the right to education, the low levels of performance evidenced by national educational evaluation systems and the lack of studies in Brazil on factors associated with student performance at this level of education. Following notes of the literature on effective schools and studies based on value-added analysis, we investigated the variation of proficiency gains in Portuguese Language and Mathematics among students from different schools of the network and its association with a set of internal and external factors to school. Data were obtained through the Evaluation System of education in the state of Rio de Janeiro - SAERJ. From a longitudinal approach, added-values over the high school was given by comparing the previous proficiencies students in SAERJ 2010, when they were attending the 9th grade of elementary school, and the output proficiencies of these same students, when evaluated in the 3rd year of high school, in 2013. Data analysis was developed in three stages. At first, given that our interest group was made up of students without reproaches, we compare characteristics of this group with the rest of the students evaluated by SAERJ in 2013, in order to check how much our sample approached the state of the rest, in terms of sociodemographic and socioeconomic characteristics of students as well as the characteristics of the education system (shift, high school mode, geographical distribution etc.). The results of this comparison showed that the sample of students is very similar to the universe of evaluated students. In the second step, we map the distribution of proficiency added-values between schools of the state, seeking to identify significant variances in the aggregate figures and schools that had stood out positively or negatively. The completion of this second stage allowed us to categorize the schools in the sample, with a view both their average performance and its location on the scale of SAERJ performance standards. The results show that there are major challenges in high school, for the two curriculum components evaluated, especially in Mathematics, in which a small minority of students is in the appropriate level or advanced level of proficiency. In the last step, through the use of hierarchical linear modeling, analysis of factors associated with proficiency added-values was made. The main results show that school size matters both for effectiveness and for school equity; that school failure is associated with lower performance of the students especially in mathematics; and more democratic policies and practices of school management are associated with better proficiency in Portuguese and, especially, in mathematics. The thesis also provides evidences of schools where there is a significant association between efficiency and equity, especially in Portuguese.

The research study investigated management strategies through which school effectiveness could be enhanced in primary schools situated in Gauteng Province. The enhancement of school effectiveness necessitated the discussion on school improvement to find ways to turn around the situation in dysfunctional schools in the province. The province is characterised by urban and suburban areas, townships, and informal settlements. Teachers in schools in these areas are well qualified. However, different challenges in these areas impact upon the enhancement of school effectiveness. A literature review was conducted to provide a conceptual framework and explain concepts such as effective management, administration, leadership, principal effectiveness, and teacher effectiveness. The literature review also investigated the factors that impact upon school effectiveness and school improvement and explored the historical development of School Effectiveness Research (SER) in the United States of America, Europe, Australia, and Africa to expound the problem investigated. An empirical investigation using a qualitative approach was conducted. Six primary schools were selected using purposive sampling to ensure that different demographic areas were covered in the research. Purposive sampling allowed the researcher to target schools from high and low socio-economic areas because they often experience different challenges concerning to school effectiveness. Data were collected through individual interviews with principals and officials from the Gauteng Department of Education (GDE) at the district and teachers in focus groups. Key findings were identified. Participants from the three categories respectively identified several characteristics of effective schools which concurred with the literature on school effectiveness. They also identified two features of effective schools which were unique to the study: in effective schools, there is little or no learner and teacher absenteeism; and school values which shape the behaviour of learners are clearly articulated. School values include trustworthiness, respectfulness, honesty, responsibility, striving for excellence and good leadership. School effectiveness is hindered by the current process of appointing principals which does not always succeed in selecting principals with the required leadership qualities and management skills. Further, the incorrect implementation of the Integrated Quality Management System (IQMS) in schools hinders teacher development and leads to poor teacher performance. / Die navorsingstudie ondersoek bestuurstrategieë waardeur die effektiwiteit van primêre skole, geleë in die Provinisie van Gauteng verhoog kan word. Die verhoging van effektiwiteit in skole het die bespreking oor skoolverbetering genoodsaak om maniere te vind om die situasie in disfunksionele skole in die provinisie om te draai. Die provinsie word gekenmerk deur landelike en stedelike gebiede, lokasies, en informele nedersetttings. Onderwysers van skole in hierdie gebiede is goed gekwalifiseerd. Verskeie uitdagings in hierdie gebiede het egter n uitwerking op die verhoging van effektiwiteit in skole. ʼn Literêre oorsig is uitgevoer om n konseptuele raamwerk te voorsien en om konsepte soos effektiewe bestuur, administrasie, leierskap, effektiwiteit van die skoolhoof, en onderwysers te verduidelik. ʼn Kwalitatiewe benadering is gebruik om die empiriese ondersoek uit te voer. Ses primêre skole is gekies en doelgerigte steekproefneming is gebruik om te verseker dat verskillende demografiese gebiede deel was van die navorsing. Doelgerigte steekproefneming het die navorser toegelaat om skole van hoë en lae sosio-ekonomiese gebiede te teiken omdat hulle dikwels verskillende uitdagings aangaande die effektiwiteit van skole ervaar. Data is versamel deur indivduele onderhoude met skoolhoofde en amptenare van Gauteng Onderwys Departement (GDE) by die distrik en deur fokusgroep onderhoude met onderwysers. Sleutelbevindinge was soos volg. Deelnemers uit die drie kategoriëë het onderskeidelik geidentifiseer met verskeie eienskappe van effektiewe skole wat ooreenstem met die literatuur op effektiwiteit in skole. Hulle het ook twee kenmerke van effektiewe skole wat uniek was tot die studie geïdentifiseer: in effektiewe skole is daar min of geen afwesigheid van leerders en onderwysers; en skoolwaardes wat die gedrag van leerders vorm word duidelik verwoord. Skoolwaardes sluit betroubaarheid, respek, eerlikheid, verantwoordelikheid, strewe na uitenmendheid en goeie leierskap in. Effektiwiteit in skole word verhinder deur die huidge proses van aanstelling van skoolhoofde wat nie altyd daarin slaag om skoolhoofde te kies wat die nodige leierskap en bestuurseienskappe het nie. Verder, die verkeerde implementering van die Geïntegreerde Bestuurstelsel (IQMS) in skole belemmer die ontwikkeling en lei tot swak prestasie van onderwysers. / Dinyakisiso tse tsa go ithuta di be di tsomana le mekgwanakgwana ya bolaodi bja thuto go tiisetsa gore dikolo tsa motheo Profentsheng ya Gauteng di soma mesomo yeo e nepagetsego. Tiisetso ya go soma mesomonepagetsego ya sekolo e dirile gore go ahlaahliwe hlabollo ya dikolo go humana ditselana tseo ka tsona re ka hlabolang dikolo tseo di sa someng botse mo profentsheng. Profentshe ya Gauteng e na le dikolo tsa motsesetoropong le tsa mo go bego go dula batho basweu fela. Barutisi mo mafelong a ba na le di thuto tse maleba. Fela, dihlotlo tseo dileng gona mo mafelong a di huetsa tiistso ya go soma mesomonepagatso sekolong. Go dirilwe tekololeswa ya dingwalwa go hlalosa dikgopolo tse bjalo ka taolonepagatso, boetapele, mesomonepagatso ya hlogo ya sekolo le mesomonepagatso ya morutisi. Tekololeswa ya dingwalwa e nyakisisitse dintlha tseo di huetsang mesomonepagetso sekolong le hlabollo ya sekolo go lebeletswe tswetsopele ya dinyakisiso tsamesomonepagatso ya dikiolo dinageng tsa United States of America, Europa, Australia le Afrika go hlalosa bothata bjo bo nyakisiswago. Go dirilwe dinyakisiso ka poledisano go somiswa mokgwa wa kwalitetifi. Go kgethilwe dikolo tse tshela tsa fase ka go somisa kgetho ka maikemisetso go direla gore go akaretswe dikolo go tswa mafelong a go fapana. Kgetho ka maikemisetso e dumelela monyakisisi go tswa mafelong a batho ba go ba le sa bona le mafelong a batho ba go hloka sa bona ka ge ba itemogela dihlotlo tse fapaneng mesomonepagatso. Tshedimoso ye e kgobokeditswe ka dipoledisano le dihlogo tsa dikolo motho a le nosi le bahlankedi bammuso wa Kgoro ya Thuto ya Kgauteng motho a le nosi le dipoledisano ka sehlopha. Dintlha tsa dipoelo di be di le mo go latelago: Batseakarolo go tswa mafapeng a go fapana ba hlaotse diponagalo tsa dikolo tseo disomago ka nepagalo tseo di dumelelanago le tekololeswa ya dingwalwa. Gape ba hlaotse dipanagalo tse dingwe tsa moswana nosi: Dikolo tsa go soma ka nepagalo ga di na barutwana goba barutisi ba go se tle sekolong. Meano ya sekolo e akaretsa botshephegi, tlhompho, boikarabelo le go somela bobotse ka go fetisa le boetapele bjo bo botse. Mosomonepagatso ya sekolo e sitiswa ke tshepediso ya go thwala dihlogo tsa dikolo yeo ka nako tse dinwe e sitago ke go hlaola hlogo ya sekolo yeo e nago le boetapele le bolaodi bjo bo botse. Gape, go tsentshatirisong wo o fasagetseng wa tshepetso ya bolaodi bja hlabollo ya barutisi go sitisa tswelopele. / Educational Management and Leadership / Ph. D. (Education Management)

The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. / Teacher Education / D. Ed. (Education Management)

In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Management and Leadership / M. Ed. (Education Management)