Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 147-150). Also available on the World Wide Web.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 86-91).

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed.D.)--Boston University.

M. Ed. (Educational Management) / School principals are primarily.concerned with education and the effective management of the school entrusted to them. Every principal is given a task to do when he is appointed to or at a school. How successfully he accomplishes his task, and the support that he receives, is highlighted in this study. The principal is a leader who has to perform a complex number of tasks. He works with both adults and children and as a result the method and style of leadership and management is of great importance. The recognition of the principal as leader in the field of instruction and education within the community is essential for the continued existence of the school. The primary aim of the school is educative teaching ('opvoedende onderwys'). The school is a social system which consists of a hierarchy of people, with the principal as the most important manager, and within the system, smaller groups are found. These smaller groups essentially determine the success of failure of the principal's effective management, and this, by implication, also of the educative teaching within the school. This complex task of the principal becomes more manageable if he is familiar with the interwoven management tasks of planning, organisation, leadership and control. Neglect of one of these will have a detrimental effect on the school. The way in which the management tasks are to be executed should be set out in the school policy. In order to perform the tasks which are laid down by the relevant education authority, effective decision making is essential. A principal who has mastered the technique of good decision making has personal freedom to utilise new opportunities for the benefit of the school.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Education reforms and the constant changes in the curriculum require school managers and educators to keep abreast of the changes and developments. In order to achieve quality education in this Information Age, there is a need to share knowledge, resources, and good practices and ensure twinning of schools. The purpose of this study was to explore perceptions, beliefs and experiences of school managers regarding knowledge sharing in schools. Qualitative methods were used to collect and analyse the data. In accordance with the qualitative approach, a phenomenological design was adopted. Data was gathered through interviews from a sample of six school managers of Further Education and Training (Grade 10 -12) schools. The findings of the study revealed that school managers perceive their role as important for the success of knowledge sharing in schools. They attribute the good performance in their schools to the educators‟ willingness to share knowledge. However, trust, good relations and respect determined the willingness to share and with whom to share knowledge in schools. School managers believe that availability of Information and Communication Technology (ICT) infrastructural resources could improve knowledge sharing practices in schools. Staff meetings, subject meetings, workshops and notice boards were identified as some of the strategies currently used for sharing knowledge. The support of the district officials and other education specialists has contributed in helping schools deal with education reforms. Communities of practice are recommended in order to improve and encourage the sharing of tacit and implicit knowledge in schools. Researchers believe that professional communities of practice enhance sharing and provide greater opportunities for knowledge creation. Policy developers, curriculum planners and district officials need to develop and adopt creative and innovative strategies to ensure effective distribution and sharing of knowledge and information among school managers and educators in schools.

The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.