Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 97-101). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 181-198). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--UCLA, 20089. / Vita. Includes bibliographical references (leaves 199-205).

Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 1993. / This research is concerned with the lack of specialised training in School Management for Principals under KwaZulu Department of Education and Culture. Central to this argument, is the fact that Principals are merely accorded a new status and role without the necessary training to bring about school effectiveness. Principalship today is very difficult in Black education. A Principal grapples with much more complex problems which call for a new emphasis in developing management competence, skills, abilities and knowledge. Many Principals have had to pick up much of their expertise whilst performing the job. The aim of this study was, therefore, to investigate and assess the 'INSET' programmes on school management in KwaZulu. Very important questions concerning the relevance of training, aims, content and methods were raised. A questionnaire was administered to 85 Principals of Senior Secondary Schools out of 115 targeted Principals drawn from 4 Regions of K.D.E.C., namely, South Coast, Midlands, Zululand and Northern Natal. In each region, two Circuits were selected and questionnaires were sent to all Principals. After data analysis of the Principals' questionnaire, it became necessary to send another questionnaire (different in nature) to 7 Directors or Co-ordinators of Non-Governmental Organisations identified in the Principals' questionnaire as being responsible for running 'INSET' programmes on management. The major findings that emerged from this study were:- - the need to provide continuous In-Service training on school management not only by Non-Governmental Organisations but also K.D.E.C. itself. - the need for K.D.E.C. to exercise control and guidance on Non-Governmental Organisations. Too many of them operate in KwaZulu in an unco-ordinated manner and this leads to duplication of the same programmes with varying approaches. The underlying problem was found to be the absence of a clearly-defined policy regarding In-Service training by K.D.E.C. - the existing 'INSET' activity on management by Non-Governmental Organisations was found to be directed mainly to Principals. Deputy-Principals and Heads of Departments had been ignored. It was only in 1991 that K.D.E.C. made an attempt to train some newly appointed Deputy-Principals whilst many still got promoted without any training. H.O.D's were found to have been completely ignored. - school principals would like to become involved in the planning, organisation and running of their In-Service training. The pattern of relying on the consultants from outside the profession, largely ignores the fact that some Principals are often experienced people with as much to offer as to receive. The study concludes with several recommendations, the most important ones being: - the formulation of a policy by K.D.E.C. based on a well-defined philosophy of management training. This can be achieved by establishing a fully-fledged section at Head Office to co-ordinate In-Service training to school principals rather than leaving it to Non-Governmental Organisations. These should undertake non-directive roles. In-Service training on school management should be for all levels of our system of education i.e. Lower Primary, Higher Primary, Secondary and Senior Secondary. The establishment of a Section at Head Office could easily co-ordinate and render such training. necessity for constant evaluation of all 'INSET' management programmes to ensure relevance.

Bibliography: pages 76-82. / The election of a new South African government in April 1994 has marked the onset of major changes in the education system. These changes will be most universally felt in their effects on schools. Thus school principals will become the fulcrum around which change takes place, receiving policy directives from the authorities and being responsible for their propagation and implementation in the schools. In such a situation, the whole question of the training, both pre-service and in-service, that is provided for school principals to equip them for their job becomes crucial. This study identifies a selection of in-service courses available to school principals in the Cape Town metropolitan area and compares the content of these courses with a list of the tasks and skills required of principals in the 1990's identified from a survey of the international literature. The aim is to determine the extent to which these courses are dealing with the tasks and skills. The literature survey also identifies a list of characteristics appropriate to effective in-service courses against which the Cape Town courses are compared. As an adjunct to the study, the opinions of a group of school principals were canvassed via a questionnaire. This questionnaire attempted to establish what management training these principals had received and also in which areas they desired training or further training. In the final section of the study, policy recommendations relating to management training for school principals are made. The study concludes that, whilst there are a number of courses on offer for school principals in the study area, management training for school principals does not appear to have been a priority in the past, there is very little co-ordination between the courses, and there are a number of important areas that are addressed by few, if any, of them. Amongst its recommendations, therefore, is the establishment of a research institute to co-ordinate in-service training for school principals and thus provide a more effective basis from which they can carry out their important role in the future.

The purpose of this study was to determine the relationships between certain personality traits and leadership actions of elementary school principals. To achieve this purpose it was necessary first to obtain a description of the leadership actions of elementary school principals. Second, it was necessary to obtain data concerning the personalities of these elementary school principals. Third, the significance of the relationships between personality and leadership actions was tested statistically. Fourth, the significant relationships between personality and leadership actions were expressed in the form of mathematical equations so that predictions concerning leader behavior could be made.

No description available.