The thesis deals with the topic of managerial competences in pre-primary education. This topic has been chosen on the basis of ever-changing and evolving demands on the management of kindergartens and the need for high-quality and very comprehensive competencies of kindergarten headmasters. The aim of this thesis is to compare managerial competencies and on the basis of these acquired information to design the most appropriate model of competencies of directors of these contributory organizations. The theoretical part analyzes individual competencies in the field of economic, personal and legal management of the school. The practical part is focused on the comparison of individual areas of management in terms of their complexity and assessment of managerial competences with respect to the time burden. The work is based on professional literature, valid legal norms and results of the research conducted. KEYWORDS Management, manager, personnel management, organization, competence, pre-primary education, school principal.

Beginner principals in South Africa and internationally are finding it increasingly difficult to cope with the demands set to them. Inadequate preparation and support are the causes that many beginner principals cannot meet the challenges. The beginner school principal has to cope with the diversity in schools, socio-economic differences, language and discipline problems as well as departmental issues. Too many learners in a class, over-aged learners still at school and a lack of resources are part of the challenges of the beginner school principal. This study focused on the type of support beginner principals require, their opinions regarding mentorship as supportive tool, and their views on the characteristics and qualities of an effective mentorship programme. As a result of the interviews, beginner school principals admit that an academic qualification is not enough to support them. Furthermore they also claim that the support from the Department of Basic Education is inadequate. An experienced or even a retired principal as mentor will address the demands and challenges in an on-going nature and will be more suited to support them. Therefore the main question will be: How will effective mentorship support beginner school principals? A qualitative research approach within an interpretivistic paradigm was followed during the investigation. By applying purposive sampling, ten principals from different cultural and racial background were identified as participants. Data was collected from principals by means of individual interviews and two observations per principal. The discourse analysis that followed indicated that beginner principals find areas such as management skills, legal issues, human relations, communication and departmental instructions, the most difficult areas to manage. What emerged and came to the fore was a need for a mentor to support them in specific areas. A mentorship programme, that focuses on these areas, with clear guidelines containing theoretical and practical components, was developed as a result of the research. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Beginner principals in South Africa and internationally are finding it increasingly difficult to cope with the demands set to them. Inadequate preparation and support are the causes that many beginner principals cannot meet the challenges. The beginner school principal has to cope with the diversity in schools, socio-economic differences, language and discipline problems as well as departmental issues. Too many learners in a class, over-aged learners still at school and a lack of resources are part of the challenges of the beginner school principal. This study focused on the type of support beginner principals require, their opinions regarding mentorship as supportive tool, and their views on the characteristics and qualities of an effective mentorship programme. As a result of the interviews, beginner school principals admit that an academic qualification is not enough to support them. Furthermore they also claim that the support from the Department of Basic Education is inadequate. An experienced or even a retired principal as mentor will address the demands and challenges in an on-going nature and will be more suited to support them. Therefore the main question will be: How will effective mentorship support beginner school principals? A qualitative research approach within an interpretivistic paradigm was followed during the investigation. By applying purposive sampling, ten principals from different cultural and racial background were identified as participants. Data was collected from principals by means of individual interviews and two observations per principal. The discourse analysis that followed indicated that beginner principals find areas such as management skills, legal issues, human relations, communication and departmental instructions, the most difficult areas to manage. What emerged and came to the fore was a need for a mentor to support them in specific areas. A mentorship programme, that focuses on these areas, with clear guidelines containing theoretical and practical components, was developed as a result of the research. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-09-28T18:57:44Z No. of bitstreams: 1 PEDROSILVAJUNIOR.pdf: 1588007 bytes, checksum: ce258a01be3a52c90f22650bdf9a8972 (MD5) / Made available in DSpace on 2016-09-28T18:57:44Z (GMT). No. of bitstreams: 1 PEDROSILVAJUNIOR.pdf: 1588007 bytes, checksum: ce258a01be3a52c90f22650bdf9a8972 (MD5) Previous issue date: 2015-09-02 / Brazilian political and economic structure promotes a society marked by social inequalities, generating indignation and various conflicts. Stress, anxiety, depression, malaise professional, poor infrastructure, inadequate diet, physical inactivity, (i) urban mobility, fragility of social bonds, pollution, among others, are contemporary factors that affect the quality of life of human beings. This scenario deserves particular attention when we refer to the school environment. This study aimed to evaluate the quality of life (QOL) and to identify the degree of perceived stress in Municipal Schools of directors of Early Childhood Education (EMEIs) in São Paulo. The study included 86 school principals, representing 16.04% of total EMEIs directors of Municipal Education Network (RME). Instruments: socio demographic questionnaire, Quality of Life-abbreviated Assessment Instrument - WHOQOL-BREF and the Perceived Stress Scale - PSS. The results revealed that, on average, 70.9% have excessive routine work, characterized by: arrive early and / or leave later normal business hours; receive and / or make calls, messages, emails or similar, related to the direction, outside of working hours and take home service and / or worry about issues relating to direction after close of business. The majority (60.05%) believes that working conditions while school principal influence negatively on personal health. Both the general index of quality of life as compared to WHOQOL-bref domains showed average significantly below the Brazilian normative data 12.7 ± 3.1 (p <0.001). Regarding the level of perceived stress, initially we analyzed the frequencies relating to perceived stress levels. The results showed that the perceived stress level is between 48.8% of "time" for 41.9% of "almost always". This result shows statistically significant (χ2 p <0.05). According this study, we observed the lack of studies on QOL and stress with school principals, QOL performed significantly below expectations, and the perception of stress in nearly half of the sample studied. / A estrutura política e econômica brasileira promove uma sociedade marcada por desigualdades sociais, gerando indignações e diversos conflitos. Estresse, ansiedade, depressão, mal estar profissional, infraestrutura precária, alimentação inadequada, sedentarismo, (i)mobilidade urbana, fragilidade dos vínculos sociais, poluição, dentre outros, são fatores contemporâneos que afetam a qualidade de vida dos seres humanos. Este cenário merece atenção peculiar quando nos remetemos ao ambiente escolar. Este estudo teve por objetivo avaliar a qualidade de vida bem como identificar o grau de estresse percebido em diretores de Escolas Municipais de Educação Infantil (EMEIs) na Cidade de São Paulo. Participaram do estudo 86 Diretores de Escolas, correspondendo a 16,04% do total de diretores de EMEIs da Rede Municipal de Educação (RME). Os instrumentos utilizados foram: Questionário sociodemográfico, Instrumento de Avaliação de Qualidade de Vida-abreviado - WHOQOL-bref e a Escala de Estresse Percebido – PSS. Os resultados revelaram que, em média, 70,9% possuem uma excessiva rotina de trabalho, caracterizadas por: chegar mais cedo e/ou sair mais tarde do expediente normal; receber e/ou fazer ligações, mensagens, e-mails ou similares, relacionados à direção, fora do expediente de trabalho e levar serviços para casa e/ou se preocupar com questões relativas à direção, após encerrar o expediente. A maioria (60,05%) acredita que as condições de trabalho, enquanto Diretor de Escola influenciam negativamente na saúde pessoal. Tanto o índice geral da Qualidade de Vida quanto em relação aos domínios do WHOQOL-bref mostraram médias significativamente abaixo dos dados normativos brasileiros 12,7±3,1 (p<0,001). Quanto ao nível de estresse percebido, inicialmente analisamos as frequências referentes aos respectivos níveis. Os resultados mostraram que o nível de estresse percebido se situa entre 48,8% de “às vezes” para 41,9% de “quase sempre”. Este resultado se apresenta estatisticamente significativo (χ2 p<0,05). Com base neste estudo pudemos observar a escassez de estudos sobre QV e estresse com Diretores de Escolas e que a QV se apresentou significativamente baixa, bem como a percepção de estresse em quase metade da amostra estudada.

Made available in DSpace on 2016-08-03T16:15:54Z (GMT). No. of bitstreams: 1 Maria das Gracas Freire Formiga.pdf: 2554578 bytes, checksum: 78edc5d90efa8d879d619ddcf6af2167 (MD5) Previous issue date: 2007-03-13 / This study is about the relation between the administrative and the pedagogic in the administration of the school, centered in the principal figure. It has as its main target to contribute with the reflection about this relation, using theoretic perspectives considered relevant and its discussions with professionals of the practice. The tasks which were dedicated to this theme relate that the school administration in Brazil is marked for distant and fragmented practices between the administrative and pedagogic dimensions, a dilemma that has the principal as a central character. They also show that this relation is a subject which needs reflections, debates and complementary analyzes. The research was developed through two main movements. The first involved a theoretic- bibliographic revision that ended into a selection of three theoretic perspectives which seemed to us, more relevant to the theme : i) the functional conflict (Saes & Alves), ii) from the inter-connection for the school administration (Medeiros) and iii) from the multi-referential vision (Barbosa). The second movement involved the search for inter-locution of these theoretic perspectives with the experience of two principals and two supervisors of education which work in the Secretaria de Educação do Estado de São Paulo. The results confirm the pertinence of the three theoretic contributions to the analyze and the relation between the administrative and the pedagogic in the school and its administration, although there has been some difficulties by the professionals of the practice in order to learn the pedagogic in the conception of the selected authors. It has been evidenced the pertinence of the conception and the understanding of the administrative and pedagogic dimensions under the perspective of relation .(AU) / Este estudo se dedica à relação entre o administrativo e o pedagógico na gestão da escola, centrada na figura do diretor escolar. Ele tem por objetivo principal contribuir para a reflexão acerca desta relação, utilizando-se de perspectivas teóricas consideradas relevantes e de sua discussão com profissionais da prática. Os trabalhos dedicados ao tema retratam que a gestão escolar, no Brasil, é marcada por práticas distantes e fragmentadas entre as dimensões administrativa e pedagógica, um dilema que tem o diretor escolar como personagem central; eles mostram, também, que esta relação é um assunto que carece de reflexões, debates e análises complementares. A pesquisa se desenvolveu através de dois movimentos principais. O primeiro deles compreendeu uma revisão teórico-bibliográfica que culminou com a seleção de três perspectivas teóricas que nos pareceram mais relevantes para o tema: i) do conflito funcional (Saes & Alves), ii) da interconexão para a gestão escolar (Medeiros) e iii) do olhar multirreferencial (Barbosa). O segundo movimento envolveu a busca de interlocução destas perspectivas teóricas com a vivência de dois diretores escolares e dois supervisores de ensino que atuam na Secretaria de Educação do Estado de São Paulo. Os resultados confirmam a pertinência das três contribuições teóricas para a análise e encaminhamento da relação entre o administrativo e o pedagógico na escola e sua gestão, embora tenha havido certa dificuldade dos profissionais da prática em apreender o pedagógico na concepção dos autores selecionados. Evidenciou-se, igualmente, a pertinência da concepção e do entendimento das dimensões administrativas e pedagógicas sob a perspectiva da relação.(AU)

Made available in DSpace on 2016-08-03T16:16:08Z (GMT). No. of bitstreams: 1 Maria Aparecida Fava Igreja.pdf: 5458221 bytes, checksum: ba09e0a6f6c9a67d1b5380f89d24fc15 (MD5) Previous issue date: 2008-09-12 / This study has as its purpose to research over the public school principal, reflecting his daily routine, his perspectives and achievements, in order to better meet the so many different tasks to him attributed. For so, a theoretical and bibliographic investigation about the public school management, its social objective, autonomy and the search for the quality from the offered education was held. The open examination process and the recycling of professional competences provided by SEE to public school management board through Progestão were also analyzed. Four school principals from Sao Paulo and Grande ABC region were interviewed concerning their daily practices, tensions, difficulties and performance. The school management in a multirreferential perspective was indicated as a possible solution for this research question.(AU) / Este estudo tem como propósito pesquisar o diretor de escola pública, refletindo sobre a sua prática cotidiana, suas perspectivas e realizações, visando atender a tantas e tão diferentes tarefas que lhe são impostas. Para tanto, fizemos uma investigação teórico-bibliografica sobre a gestão da escola pública, sua finalidade social, autonomia e a busca pela qualidade do ensino oferecido, além de uma análise dos concursos e formas de provimento do referido cargo e analisamos também a oferta de atualização profissional que foi oferecida pela SEE à equipe gestora das escolas públicas estaduais, através do curso de formação continuada Progestão. Na parte prática desta, realizamos uma roda de conversa - uma nova metodologia de pesquisa - com quatro diretores concursados e que atuam frente às escolas públicas estaduais de São Paulo e do Grande ABC e ouvimos deles depoimentos autênticos que retratam suas práticas diárias, tensões, dificuldades e realizações no desempenho de sua função, o que contribuiu em muito para a pesquisa aqui proposta. Apontamos ainda, como uma possível saída para essa situação, a gestão escolar na perspectiva multirreferencial e finalizando este estudo apresentamos as conclusões da pesquisa.(AU)

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-28T13:38:27Z No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:41:15Z (GMT) No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:41:24Z (GMT) No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) / Made available in DSpace on 2016-10-10T18:41:34Z (GMT). No. of bitstreams: 1 DissNSRA.pdf: 1305571 bytes, checksum: 841ded5e8ef694350addcb965ea5c90c (MD5) Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present study had as its object the investigation of discourses present in the perceptions of the school principal about the school democratization and education in Brazil. Therefore, we seek to understand aspects of the production of subjectivity of public school principal among the speeches and democratization processes experienced in our country. They analyzed the statements of public school principals of municipal Ribeirao Preto, with over fifteen years of experience in office, in order to understand how it produces its subjectivity considering the complexity of relationships in which they operate and social, cultural and historical elements that permeate. The methodological bases used guided in qualitative approaches, theoretical and bibliographic interdisciplinary study, semi-structured taped interviews, nonparticipant observation and analysis of speeches in French perspective. The main theoretical framework adopted, based on the theories of Michel Foucault, includes numerous studies on the analysis of speeches and the subject while production of power relations that is part and elements that make up its historical and social context. We note that the speeches concerning the democratic management often define this school management model as one in which the director allows the students at school entry and family that they give opinions freely. However, in many situations, such access is only allowed for matters involving the student in a timely manner, while other matters concerning the institution remain centralized in the head, leaving him, the final decision. The dicurso democratic management by the free access of parents to school, so keep hidden these mechanisms, Aleem to strengthen the authority of the director, the institution away from behaviors that promote democratization. / O presente estudo teve como objeto, a investigação dos discursos presentes nas percepções do diretor escolar acerca dos processos de democratização da escola e da educação no Brasil. Para tanto, buscamos compreender aspectos da produção da subjetividade do diretor de escola pública em meio aos discursos e processos de democratização vivenciados em nosso país. Foram analisados os enunciados de diretores de escolas públicas da rede municipal de Ribeirão Preto-SP, com mais de quinze anos de experiência no cargo, com a finalidade de compreendermos a forma como se produz a sua subjetividade considerando a complexidade das relações em que se inserem e os elementos sociais, culturais e históricos que os permeiam. As bases metodológicas utilizadas pautaram-se em abordagens qualitativas, estudo teórico e interdisciplinar bibliográfico, entrevistas gravadas semiestruturadas, observação não participante e análise de discursos na perspectiva francesa. O principal referencial teórico adotado, baseado nas teorias de Michel Foucault, contempla inúmeros estudos sobre a análise de discursos e o sujeito enquanto produção das relações de poder de que é parte e dos elementos que compõem seu contexto histórico e social. Observamos que os discursos concernentes à gestão democrática, frequentemente, definem este modelo de gestão escolar como aquele em que o diretor permite a entrada da família dos alunos na escola e que esses opinem livremente. Entretanto, em muitas situações, esse acesso apenas é permitido para assuntos que envolvam o aluno de maneira pontual, enquanto que os demais assuntos concernentes à instituição permanecem centralizadas no diretor, cabendo a ele, a decisão final. O discurso da gestão democrática pelo livre acesso dos pais à escola, portanto, mantem ocultos esses mecanismos que, além de reforçarem a autoridade do diretor, afastam a instituição de condutas que promovam sua democratização.

Orientador: Jose Roberto Heloani / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T22:35:47Z (GMT). No. of bitstreams: 1 Piolli_Evaldo_D.pdf: 1737492 bytes, checksum: 9281e86fff177369c072ca2bbb4de140 (MD5) Previous issue date: 2010 / Resumo: Este trabalho analisa a constituição da identidade do diretor de escola e suas transformações nas interações com a organização do trabalho. Adotamos os conceitos de reconhecimento e estratégias defensivas da psicodinâmica do trabalho, de Dejours, para compreender como esses trabalhadores constroem sua autoimagem frente aos ditames, pressões e relacionamentos estabelecidos na organização do trabalho. Estuda o sofrimento psíquico e a importância da psicodinâmica do reconhecimento no sentido da autorrealização Discute os efeitos das mudanças no modelo de gestão nesse processo, especificamente as que foram introduzidas com as reformas educacionais ocorridas no Estado de São Paulo a partir da década de 1990. Para compreender a trajetória profissional desses diretores, os conflitos e as tensões por eles vividas, adotamos procedimentos de pesquisa qualitativa com entrevistas semiestruturadas sobre uma amostra intencional de sete sujeitos selecionados que atuam na Rede Estadual de Ensino na Região de Caieiras (a qual agrega os municípios de Caieiras, Cajamar, Franco da Rocha, Francisco Morato e Mairiporã) no Estado de São Paulo. Como resultado apurou-se que a ausência de uma dinâmica favorável nos processos de reconhecimento tem feito com que os diretores, no registro de sua identidade, absorvam uma autoimagem negativa. A convivência com a impossibilidade de canalizar a energia profissional e de encontrar um sentido de autorrealização no trabalho gera a insatisfação. Há muita insatisfação e frustração relacionada aos elementos simbólicos do trabalho, ou seja, em relação às expectativas e aos desejos individuais de realizar um trabalho digno em condições favoráveis. O que constatamos, em certa medida, foi a dificuldade desses diretores em canalizar e viabilizar a concretização desse desejo. Os sentimentos de desesperança em relação à carreira, da melhoria das condições de trabalho, enfim, das possibilidades de transformação da organização do trabalho, levam esses trabalhadores ao adoecimento. Tais condições afetam a sua qualidade de vida e o seu trabalho. / Abstract: This essay analyses the constitution of the school principal's identity and their makeover on the interactions concerning with the workplace organization. We have adopted the concepts of recognizing and defensive strategies of Dejours's work psychodynamics to understand how those workers set up their self-image facing the advices, pressure and established relationship in the workplace organization. It also studies psychological suffering and the importance of recognizing psychodynamics of building self-accomplishment. There is also a discussion on changing effects of managing model in that process, especially those which had been introduced with the educational improvements occurred in São Paulo State since 90's. To understand those Principal's Professional direction, the conflicts and, tensions lived by them, we have adopted qualitative research procedures with interviews semi-structures on an intentional sample of seven selected individuals who act on the State schooling system on the Caieiras region (including Caieiras, Cajamar, Franco da Rocha, Francisco Morato and Mairiporã which are small cities on the region mentioned) in São Paulo State. As upshots we have found the absence of a favorable dynamic on the recognizing processes which has made the principals, in their identity register, acquired up a negative self-image. By living together with the impossibility of conducting the professional energy, and by finding a self-accomplishment sense in the workplace generates the non-satisfaction. There are lots of non-satisfactions related with the symbolic elements on the workplace, that is, concerning with the expectancies and individual desires to accomplish an imposing job in favorable conditions. What we have achieved, to a certain point, was the difficulty of those Principals in conducting and leading the carrying of that desire. The feelings and sentiments by being hopeless concerning with the career, of improvement of the conditions in the workplace, to sum up, of the possibilities of transformation on the organization of work, lead those workers to get in poor health. Such conditions affect life quality and their job. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-05T14:09:16Z No. of bitstreams: 1 helenacardosoribeiro.pdf: 591200 bytes, checksum: 62a1f3dc96c0b2198a3a7e23a289bbe5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:26:00Z (GMT) No. of bitstreams: 1 helenacardosoribeiro.pdf: 591200 bytes, checksum: 62a1f3dc96c0b2198a3a7e23a289bbe5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:26:10Z (GMT) No. of bitstreams: 1 helenacardosoribeiro.pdf: 591200 bytes, checksum: 62a1f3dc96c0b2198a3a7e23a289bbe5 (MD5) / Made available in DSpace on 2016-07-13T16:26:10Z (GMT). No. of bitstreams: 1 helenacardosoribeiro.pdf: 591200 bytes, checksum: 62a1f3dc96c0b2198a3a7e23a289bbe5 (MD5) Previous issue date: 2012-08-30 / O presente trabalho expõe os resultados da pesquisa “Diretor de escola: novos desafios, novas funções?”, desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora – PPGE/UFJF, para obtenção do grau de mestre. Tendo como referência as exigências feitas ao cargo de diretor escolar após as mudanças ocorridas nos sistemas educacionais desde a década de 1990, que colocam a escola como centro da gestão das políticas educacionais, interessou-nos observar o que está envolvido na rotina dos diretores em escolas que conseguem agregar valor ao desempenho de seus alunos, ou seja, que conseguem um avanço significativo no desempenho do aluno no decorrer do ano letivo. Além disso, observamos como o próprio diretor se vê diante do desafio de oferecer uma educação de qualidade. A metodologia predominante é a qualitativa – englobando a pesquisa bibliográfica, a pesquisa de campo, a análise documental e entrevistas. Foram acompanhadas duas diretoras de escolas que agregaram valor entre os testes 1 e 2 da Provinha Brasil 2009. Destacamos, a partir da observação realizada, a importância das relações interpessoais na escola e como elas podem favorecer a intervenção pedagógica junto aos professores. Além disso, apontamos o atendimento das solicitações feitas à Secretaria de Educação e os recursos financeiros como problemas significativos presentes na escola; porém também entendemos que tais problemas, apesar de estarem além da alçada das diretoras, podem ser minimizados a partir do conhecimento legal por parte da diretora e sua equipe. Este diagnóstico reforça a importância do conhecimento do gestor escolar, melhor dizendo, a importância da formação e da qualificação deste profissional, imprescindível para que ele possa contribuir para construção de uma escola de qualidade. / This paper presents the results of the research "Director of School: new challenges, new roles?" Developed in the Programa de Pós-graduação da Universidade Federal de Juiz de Fora - PPGE / UFJF to obtain the master degree. With reference to the demands made to the position of school principal after the changes in educational systems since the 1990s, which put the school as a center of management of educational policies, we became interested in observing what is involved in the routine of school directors who can add value to the performance of their students, that is, achieve a significant improvement in student achievement during the school year. Furthermore, we observe how the director himself was confronted with the challenge of providing quality education. The predominant methodology is qualitative - encompassing literature, field research, documentary analysis and interviews. They were accompanied by two principals of schools that have added value between tests 1 and 2 of Provinha Brasil 2009. We emphasize, from the observation made, the importance of interpersonal relationships in school and how they can promote the educational intervention with teachers. Furthermore, we point out the fulfillment of requests made to the Department of Education and the financial resources to present significant problems in school, but we also understand that such problems, although they are beyond the scope of the directors, can be minimized from the legal knowledge by the director and his team. This analysis reinforces the importance of knowing the school manager, rather, the importance of training and qualification of professional essential so that it can contribute to building a quality school.

Recent research surrounding educational leadership indicates that among school-related factors, leadership is second only to the classroom teacher as a variable associated with improving student achievement (Leithwood et al., 2004). Given the current climate of high stakes testing and accountability, the role that the principal plays in fostering continuous school improvement and ensuring academic success for all students has become increasingly important. To enhance school performance, the literature proposes that school leaders serve as instructional leaders and distribute their leadership responsibilities. One significant element of such leadership models is the ability of the school principal to support and promote inquiry by teachers and school administrators into student and school data. Wayman and Stringfield (2006) note that a campus culture that values and practices data-based decision making is marked by collaborative inquiry into student data. Advocates of data-driven decision making and data use suggest that inquiry into student data has been shown to be useful in improving overall school practice (Bernhardt, 2003; Wayman and Stringfield, 2006). Furthermore, using data to focus on specific goals will improve student learning (Schmoker, 1999). To explore how principals can foster the development of structures that allow for inquiry into student and school data, a case study of one purposely-selected high school was conducted. The four primary research questions this study addressed were: (1). What structures can high school principals develop and implement that promote inquiry by teachers and administrators into data? (2). What structures positively impact student academic achievement, as perceived by high school teachers and principals? (3). How are teachers using student achievement data in their instructional decision-making? (4). What are the qualitative data elements that school leaders might consider to inform the ongoing planning and decision-making process? Over the course of four months, data was gathered through individual interviews, observations, a survey, and analysis of pertinent documents. Several themes surrounding data analysis and leadership practices emerged. These included: the benefits of using structures to empower school staff to own data, the use of structures to allow for time for collaboration, using data to improve teaching practices, and the benefits of providing teachers greater access to pertinent data. / text