Title from second page of PDF document. Includes bibliographical references (p. 91-98).

This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader review of the major traditions of school research informed the design of this ethnographic case study. Fieldwork at ‘Ketema School’ took place over an eight-month period in 2014, and involved participant observation, informant-led interviews, and the collection of institutional documents. Data collection focused on the meetings of various bodies, and the activities of a single class in Grade 6 and 7. Inductive analysis of the case data was supported by Atlas.ti. The study reveals a convergence of understandings about the purposes and processes of the school consistent with the state-authorised model of schooling for national development. Structures and processes of surveillance and control incentivise and normalise compliance with government directives. These include positions of distributed leadership and mechanisms of mutual surveillance and internal accountability through which teachers and students share responsibility for supervising peers and colleagues. For example, the student leaders of the ‘one-to-five’ networks perform an academic support and behavioural control function in relation to their peers; and gim gima is a practice of public critique used for exposing misconduct. Meetings and other participative spaces enable members of the school community to share their views on conditions in school according to their interests and priorities; however, these forums are dominated by management agendas, and school-level decisions are restricted by a strong external policy context. This study extends knowledge of school leadership practices in Ethiopia and informs wider debates around community participation, accountability and school autonomy in developing countries. Recommendations are made for sharing and strengthening democratic practices and for future research.

Étudier le système éducatif ou la pédagogie au Liban impose une différenciation de ce qui peut être écrit en France, au Canada ou dans d’autres pays du monde occidental ou oriental. La société libanaise constitue en effet une société pluraliste au niveau politique ainsi qu’au niveau religieux. Au Liban coexistent deux grandes religions, le christianisme et l’islam. Cette coexistence au sein d’un même pays implique, de par son histoire des rapports entre deux grandes religions, deux conceptions de l’homme et deux cultures différentes, dont l’une trouve sa pleine expression dans la civilisation judéo-chrétienne et l’autre dans la civilisation musulmane. Dès lors, l’enseignement religieux est d’une importance majeure pour les écoles catholiques au Liban qui accueillent des élèves non catholiques dans un pourcentage de 40% et sont dirigées par une majorité des religieux (90%).Le statut du chef d’établissement (CE), religieux ou laïc, ses responsabilité et sa façon de les assumer, son style de direction et ses missions pédagogiques, éducatives et missionnaires jouent-ils un rôle important et lequel dans la motivation des parents d’élèves musulmans qui inscrivent leurs enfants au sein de l’école catholique au Liban (ECL) ?La spécificité de cette recherche consiste à caractériser rôles et missions du chef d’établissement scolaire catholique dans un milieu islamo-chrétien, et à déterminer si la direction assurée par un religieux diffère de celle assurée par un laïc au regard des différents acteurs du système. C’est pourquoi nous avons formulé ainsi la problématique de notre recherche : dans un milieu islamo-chrétien, quel genre de chef d’établissement permet à l’école catholique au Liban d’atteindre ses buts éducatifs, pédagogiques et missionnaires dans le respect de la liberté de conscience des élèves et des familles ?Une enquête de terrain a été menée, par questionnaire et par entretiens semi-directifs, auprès des chefs d’établissement scolaire catholique, religieux et laïcs, des directeurs adjoints, des enseignants, des parents d’élèves, chrétiens et musulmans, et des élèves musulmans. Des perspectives d’avenir ont été émises concernant l’éducation religieuse et l’éducation aux valeurs assurées au sein de l’ECL ainsi que la formation et la professionnalisation des futurs chefs d’établissement dans le cadre de leur recrutement. / To study the educational system or pedagogy in Lebanon imposes a differentiation of what can be written in France, Canada or in other countries of the Western or eastern world. Lebanese society is indeed a pluralistic society on both political and religious levels. In Lebanon two great religions co-exist, Christianity and Islam. This coexistence within one country implies something different from the history of relations between the two great religions, two conceptions of man and two different cultures. One finds full expression in the Judeo-Christian civilization and the other in the Muslim civilization. Therefore, religious education is of major importance for Catholic schools in Lebanon that host non-Catholic students with a percentage of 40% and is managed by a majority of religious leaders (90%).Do the status of the head-teacher, whether religious or secular, his role, his leadership style and his educational missions, educational and missionary play a role and which one in motivating parents of Muslim students who enrol their children in Catholic schools in Lebanon?The specificity of this research is to characterize the roles and missions of the Catholic head-teacher in a Muslim-Christian environment and whether the leadership provided by a religious head-teacher differs from that provided by a layman for the different actors of the system. That is why we formulated the problem of our research as such: In a Muslim-Christian environment, what kind of school head allows the Catholic school in Lebanon to achieve its educational, pedagogical and missionary goals, with respect to the freedom of conscience of students and families?A field survey has been conducted through a questionnaire and semi-structured interviews with heads of Catholic, religious and laic schools, deputy heads, teachers, parents, Christians and Muslims, and Muslim students. Prospects for the future have been made regarding religious education and education to values provided in the ECL as well as the training and professionalization of future school heads as part of their recruitment.

This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a result, the study explores why one of two schools located within the same socio-economic environment, funded uniformly and controlled by the government at same levels of commitments is effective, while the other seems ineffective. Therefore, this thesis raises questions to know how internal school stakeholders’ leadership and management practices contribute to school effectiveness in each of the schools. A comparison was undertaken by firstly exploring how school leadership and management practices of School Leadership and Management Teams (SLMT) and secondly, understanding how teachers’ classroom leadership and management contribute to school effectiveness respectively. Therefore, in an attempt to answer the main research question: How do leadership and management dynamics contribute to school effectiveness? Other identified sub-questions were raised. Furthermore, a review of relevant literature uncovered what makes good and quality school leadership, management and; classroom leadership and management in ensuring school effectiveness. Data was collected from identified key role players within the two sampled schools. They include a school principal, vice-principal, Head of Departments (HOD), a teacher and classroom student leader (class captain) each, making-up a total of ten participants in the study - (five participants from each school). The researcher utilised one-on-one semi-structured interview, observations and document analysis or review in order to obtain rich qualitative data. By adopting the a-priori approach of data analysis, codes were generated manually from the interviews, observations and documents analysis/reviewed and measured against identified school leadership and management and; classroom leadership and management sub-themes/criteria in the literature reviewed in this study. From the data obtained, analysed and discussed, it was found that School A was exceptional in terms of leadership and management practises compared to School B. Although School A and B showed similar, but negligible characteristics in school planning, organising, management of change and; coordination of school teaching and learning, School A’s strength in terms of management of the school, lies in its availability of school policy on teaching, decision-making, delegating, control, motivating, communicating, management of interpersonal relationships, school climate, culture, change, management of conflict and school school-community relationships. In addition, even though School A and B teacher exhibited similar elements like, teaching methods ability, planning of their teaching and they both lack written classroom policy in their classroom leadership and management practices, differences like classroom leadership, motivation, communication, classroom climate and control exhibited by School A teacher during teaching and learning makes him far better, in comparison to School B teacher. Conclusively, the exceptional leadership and management practices by the School Leadership and Management (SLMT) of School A and its teacher in comparison to School B brought about multiplicity of other findings in this study. In the overall, it is believed that the interrelatedness of the exceptional leadership and management behaviour and practices of school A SLMT and teacher, is a consequence of the culture of the school, which has been built and maintained over the years and thus, influenced its climate in contributing to school effectiveness. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.

No description available.

The purpose of this study was to understand and measure principal leadership practices and teacher morale as it relates to student achievement in Mitchell County at two elementary schools, four middle schools, and one high school. First, a review of the related literature attempted to define teacher morale as much as possible given that it is an ever-changing individual characteristic. Second, the researcher tried to understand teacher morale and distinguish between high and low elements and characteristics of teacher morale. Third, the researcher examined the difficult task of measuring the morale of teachers in public education today. Fourth, an attempt was made to understand what role school leaders play in the development of teacher morale and how their specific behavior affects the morale of teachers. Lastly, student achievement was reviewed using the North Carolina End-Of-Grade tests. All of these variables were examined to determine if there was a connection or pattern to high or low student achievement based on teacher morale. This quantitative study was conducted using a survey-design method. The Purdue Teacher Opinionaire was used to measure factors contributing to teacher morale. The Leadership Practices Inventory (LPI) was chosen to measure leadership practices that best supports great accomplishments in organizations. The North Carolina End-Of-Grade/End-Of-Course tests were used to measure student achievement. Overall results for Mitchell County Schools showed that there was a moderately high level of teacher morale. Satisfaction with teaching led the way in contributing to higher morale whereas the issue of teacher salary was found to lower morale. School leaders in Mitchell County proved to inspire a common vision as well as encourage teaching from the heart more so than found in existing research. Teachers from two of the seven schools rated their principals higher in leadership practices than the principals themselves; this is contrary to presented research. Many significant relationships existed between perceived leadership practices and teacher morale factors. All factors of teacher morale as measured by the Purdue Teacher Opinionaire had a positive correlation with the End-Of-Grade/End-Of-Course test scores.

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This study sought to determine to what extend completers of School District A’s Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A’s principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school’s free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants’ experiences and school district needs.

No description available.