A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, South Africa, 2014 / Effective time utilisation leads to greater freedom to use time as one would like to: to do more of the things one has always wanted to do; in short to enjoy life more. Like in any other business organisation, time for planning, organising, leading and controlling is managed carefully. The principal needs time to perform all the above mentioned tasks. In this study, the author accentuates that it is disconcerting that from time to time, there are schools that do not even have a time table when the schools open at the beginning of the year. It would be interesting to know how much time might be wasted as a result of a lack of planning, lack of priorities, paperwork and reading, meetings, unclear objectives, procrastination, lack of delegation, incompetent subordinates and many other time wasters. The purpose of the study was to determine the school principal’s understanding of the time management task and explore how effective school principals manage time in performing their different tasks. Fifty principals from Phumelela and Umbumbulu Circuits, under the Umlazi District completed a survey questionnaire and semi structured interviews were conducted. The researcher was able to determine the pattern of time usage. The findings revealed that factors hampering time management include among other things meetings that principals have to attend, departmental expectations, visitors, the organisational stress, administrative obligations and inability to differentiate between urgent and important matters to attend to hampers the principal’s time management tasks. The study among other things recommended that the provincial education departments need to provide appropriate training for school governing bodies that a well organised and goal directed system should operate to control school visitors in the schools’ interest.

Teachers are leaving the education profession at alarming rates and the attrition of teachers has become a serious issue for many schools and districts around the country. The purpose of this study was to investigate the retention and attrition patterns in one elementary school through the lens of micropolitical theory; in particular, principal decision-making processes, leadership activities, and the relationship between principal and teachers were studied. This qualitative, single case exploration included classroom observations, document analysis, and focus group and individual interviews with one principal, seven novice teachers, and one lead mentor. The data was analyzed using categorical aggregation and a constant comparative analysis. Study findings provided evidence that a negative micropolitical state was present at the school under study, including an absence of shared values and goals, lack of positive interpersonal relations, and lack of collegiality, all of which served to discourage the growth of novice teachers as developing professionals. Teacher perceptions revealed that they were less than satisfied with their chosen profession, particularly lacking contentment with the principal leadership.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

An analysis of interrater agreement across multiple respondents on anecdotal assessments was compared with experimental functional analysis outcomes for correspondence. Experiment 1 evaluated the agreement of multiple respondents on the function of problem behavior for 22 individuals across 42 target behaviors using the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF). Results showed agreement on the primary maintaining consequence for 4 or 5 of the 5 respondents in 52% (22/42) of the individual's target behaviors with the MAS and 57% (24/42) with the QABF. Experiment 2 examined whether correspondence occurred between the anecdotal assessment results and experimental functional analysis (EFA) results for 7 individuals selected from Experiment 1. Correspondence between the QABF assessment and the EFA was found for 6 of 7 participants, and 4 of the 7 showed correspondence between the EFA and the MAS. This study showed that the QABF had higher correspondence with analog assessments than the MAS thus, supporting the previous findings of Paclawskyj et al. (2001).

The purpose of this research was to construct the indicators of elementary school principal evaluation by the Delphi technique. The research goals were: (1)Discussing the domestic and foreign correlation theories and the studies of principals'evaluation, to be the reference of establishin- gquestionnaire of this research. (2)Construct evaluation items that were suitable for principals'evaluat ion in Kaohsiung. (3)By Delphi technique, the questionnaire survey through the whole city principals established the appropriate evaluation indicators and dimentions. (4)This research proposed the concrete suggestions, providing refere- nces for the educational administration institute¡C This research implemented two times of Delphi questionnaire survey and a whole city elementary school principals' general survey. The first questionnaire based on the literature discussion, collecting the entire domestic and foreign studies and evaluation indicators of various counties that had implemented principals' evaluation. The content of the questionnaire divided into five dimentions, 14 evalua- tion items and 35 evaluation indicators. After consulting with Delphi committee members, the revision showed 6 dimentions, 15 evaluation items and 55 evaluation indicators, developping for the second edition questionnaire. After two times of Delphi committee mem bers' survey, the third revision developped 5 dimentions, 14 evaluation items and 42 evaluation indicators. Survey to elementary school incumbent princip- als sent out 85 questionnaires, recycled 82 questionnaires, and the returns-ratio was 96.47%. Based on analysis of the data obtained, conclusions of the study were as follows 1.Construct evaluation indicators that suitable for principals'evaluation in Kaohsiung.¡G5dimentions (A, policy execution; B, administration management; C, curriculum and teaching leadership; D, professional re sponsibility; E, public relation), 14evaluation items and 40 evaluation indicators 2.¡§A, policy execution¡¨devided into 2 evaluation items and 5 evalu- ation indicators. 3.¡§B, administration management¡¨devided into 4 evaluation items and 12 evaluation indicators. 4.¡§C, curriculum and the teaching leadership¡¨ devided into 3 evalu- ation items and 10 evaluation indicators. 5.¡§D, professional responsibility¡¨ devided into 2 evaluation items and 5 evaluation indicators. 6.¡§E, public relation¡¨devided into 3 evaluation items and 8 evalua- tion indicators. 7.The principals in Kaohsiung. expressed the general acceptance to this research . Based on the conclusions, this research proposed suggestions: First, suggestions to educational administration institute. 1.Using evaluation indicators constructed by this research to underst- and systematically the achievements of the principals. 2.Hold the public hearings and the explanation meetings, in order to improve the understanding of principal evaluation. 3.Training evaluation experts to guarantee the value of principal evaluation. Second, suggestions to elementary school principals. 1.Principal evaluation is the current educational trend, everybody should embrace the enthusiastic manner. 2.Based on evaluation indicators, the principals should regularly or non-periodically comments conduct self-evaluation. 3.Paying much attention on communication and the public relation, the principals should establish good interaction with the colleague, the students and the community. Third, suggestions to future studies. 1.The following research may simultaneously survey in weight of evaluation dimentions, items and indicators. 2.May coordinate between principal and the school background to construct the common and different evaluation indicators

Women in the United States are underrepresented in high school principalships. A review of literature identified specific barriers that have historically contributed to this disparity including role congruity, normative male dominance, and gender bias against women. Furthermore, the high school principalship has been defined over time from a male perspective assumed to be the universal reality leaving the unique career experiences of female high school principals glossed over and often misunderstood. Similar barriers most likely have also contributed to the underrepresentation of female high school principals in Utah, yet intentional studies analyzing their unique career journeys have not been completed. A lack of understanding and awareness of the female high school principal experience in Utah may also leave their unique experience glossed over and misunderstood. The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which this leadership position has traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. The findings of this study indicated female high school principals in Utah have experienced similar barriers in their career journeys as those identified in the literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. The findings of this study imply that a male-gendered leadership lens continues to impact the careers of female high school principals in Utah; however, increasing an awareness of their unique career journeys may promote a transformation away from this perspective and generate a high school principal experience that is more inclusive and refined.

The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics, lack of support, politics, advancement opportunities and promotion on tenure and turnover among high school principals in the state of Texas. The participants in the study included 60 Texas high school principals who left a high school principalship for a different high school principalship within the past 5 years. The participants completed the Texas Principal Survey and data were analyzed using binary logistic regression. The data indicated that salary, compensation and benefits was a significant factor in predicting an increase in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Additionally, advancement opportunities was a significant factor in predicting a decrease in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Responses from an open ended question asking principals why they left their prior principalship suggested that principals left for reasons including new challenges, lack of support and family. The results of this study support the need for continued research in the area of principal turnover and provide insight to district superintendents, school boards and principals.

Worldwide, education systems have undergone unprecedented change due to a variety of economic, social, and political forces (Limerick, Cunnington & Crowther, 2002). The People’s Republic of China (PRC) is no exception. Continuous educational reform at primary and secondary levels in Mainland China has created new challenges and accountabilities for school principals. The important role of principals in primary and secondary schools has been acknowledged in both policy documents and the broader literature (Central Committee of the Chinese Communist Party, 1985; F. Chen, 2005; Chu, 2003; W. Huang, 2005; T. Wang, 2003). Yet, most of the literature on primary and secondary school principals in Mainland China is prescriptive in nature, identifying from the perspectives of researchers and academics what principals should do and how they should enact leadership. Lacking in this research is an awareness of the daily practices and lived experiences of principals. Furthermore, within the small body of writing on primary and secondary school principals in Mainland China, gender is seldom given any attention. To date, only a small number of empirical studies have focused on female principals as a specific category of research (Zen, 2004; Zhong, 2004). This study aimed to explore the professional lives of two female exemplary school principals in urban primary schools in Mainland China. A qualitative exploratory case study was used. Semi-structured interviews with each individual female principal, with six teachers in each of the school sites and with the superintendent of each principal were conducted. Field observations and document analysis were also undertaken to obtain multiple insights about their leadership practices. The conceptual framework was based largely on the theory of Gronn (1999) and incorporated five core leadership practices (vision building, ethical considerations, teaching and learning, power utilisation, and dealing with risks and challenges) taken from the wider literature. The key findings of this study were twofold. Firstly, while the five leadership practices were evident in the leadership of the two principals, this study identified some subtle differences in the way they approached each of them. Secondly, contextual factors such as Chinese traditional culture, the contemporary societal context, and the school organisational context, in addition to the biographical experiences of each principal were significant factors in shaping the way in which they exercised their leadership practices in the schools.

The purpose of this study was to examine the leadership and school outcome effects of the Texas Principal Improvement program; which authorized the School Leadership Pilot Program under Texas Education Code 11.203. The specific research questions were: What effects did participating in the Texas Principal Excellence Program in 2009-2010 have on participants and their schools? What changes in participants' self-reported and peer-observed leader behaviors occurred between the initial assessment at the onset of the program and the final assessment once the program was completed? What changes were experienced in school's passing rate on mathematics and reading TAKS in schools having the same principal for the two years in 2008-2009 (pre-participation) and 2009-2010 (post participation). The research used TxPEP participating principals who agreed to take part in the study. Principals and a selected group of people who worked with them completed a 360-degree leadership feedback instrument addressing nine leadership competencies at the beginning and end of the program. Paired samples t-tests were used to determine if changes from pre-participation to post-participation were statistically significant. When a statistically significant difference was found, effect size and confidence intervals were calculated to place the data in context. Multiple regression and propensity score matching were used to analyze TAKS data for the second question. The study found that principals believed they were better able to lead after the conclusion of the TxPEP program and that their self-ratings were statistically higher on each of the nine Texas Principal competencies. The results of the 360-degree assessment showed that the peer group felt as if the principals had a statistically significant improvement on three of the nine principal competencies. Regression analysis showed there were no statistically significant changes in the school wide percent passing rates on math or reading TAKS after completion of the TxPEP program. Longitudinal research is recommended to help determine benefits of the program that might take longer to realize.