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The management of teacher-occupational stress at primary schools in Sedibeng District 8, Gauteng ProvinceMatla, Shabe Jonas 06 1900 (has links)
This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach.
The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:
What are the causes of teacher-occupational-stress?
What role can the school management teams play in managing teacher-occupational-stress?
A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32).
Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Leadership and Management
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Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province / Managing an instructional programme for reading English as first additional language for grade three learners in Limpopo provinceMotona, Johannes 02 1900 (has links)
Literacy is a critical aspect of learning in the Foundation phase and forms an important
foundation for learners’ education. Studies, however, show that many learners in Grade 3
cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3
teachers drawn from three primary schools. Three qualitative data collection instruments,
namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First
Additional Language as well as training of Curriculum Advisors. / Educational Leadership and Management / M. Ed. (Education Management)
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Políticas públicas de gestão da escola em Minas Gerais: trajetória dos Colegiados Escolares na rede pública estadual de ensino de 1991 a 2006Félix, Robson Gonçalves 30 June 2007 (has links)
This research, inserted in the Line of Politics and Administration of the Education of the
Program of Masters degree in Education of the Federal University of Uberlândia, has as
object of investigation the School Collegiate of the Public Educational System of Minas
Gerais, Brazil, based on the study of official proposals of the standardization and
adjustment of the operational process in these administration instances, promulgated in
period 1991-2006. The demand for it, is to identify and analyze the ruptures and
continuities, the approaches and the political and ideological farness, expressed in the
legislation, in a global context of reestablishing the world of work and the role of the State
in the neoliberal perspective, as well as the present evidences of decentralizationdisarrangement,
participation and democratization of the public school system. The
methodology of the research of qualitative delineation was used critically to determine,
organize and analyze the laws, rules, designations and other official documents announced
in the period between 1991-2006, besides other publications originated from the mineiro
public power (authority). These documents were dialectically composed by the study of
social, economical, political and cultural set of the country and the state of Minas Gerais.
It s very clear that the pronunciation of the local context with the world scenario, marked
by the globalization of the economies and of a significant performance of the multilateral
organisms in some sectors of countries in development, such as the educational sector. A
bigger tendency of the public policies has been verified because of the hegemonic interests
mainly economical, the generalization about the reformation done in the field of public
education and on the mineira society, shows the necessity to recompose, through the
spaces and constituted collegiate agencies, new strategies of inversions and social control
of this reality with the objective of the repeated delimitations in the State orientations and
its implications in the constitution of the School Collegiates in Minas Gerais. / A presente pesquisa, inserida na Linha de Políticas e Gestão da Educação do Programa de
Pós-Graduação em Educação da Universidade Federal de Uberlândia, tem como objeto de
investigação os Colegiados Escolares da rede pública estadual de ensino de Minas Gerais,
a partir do estudo das propostas oficiais de normatização e regulação dos processos de
funcionamento dessas instâncias de gestão, promulgadas no período 1991 2006. Procurase,
com isso, identificar e analisar as rupturas e continuidades, aproximações e
distanciamentos políticos e ideológicos expressos na legislação promulgada, num contexto
global de reestruturação do mundo do trabalho e do papel do Estado na perspectiva
neoliberal, assim como as lógicas presentes de descentralização-desconcentração,
participação e democratização da gestão da escola pública. Para tanto, foi utilizada a
metodologia de pesquisa de delineamento qualitativo para localizar, organizar e analisar
criticamente as leis, normas, decretos e demais documentos oficiais promulgados no
período supracitado, além de outras publicações emanadas do poder público mineiro. Tais
documentos foram dialeticamente contextualizados a partir do estudo das conjunturas
sociais, econômicas, políticas e culturais do país e do estado de Minas Gerais. Evidenciouse
dessa forma a articulação do contexto local com o cenário mundial, marcado pela
globalização das economias e uma atuação significativa dos organismos multilaterais em
determinados setores dos países em desenvolvimento, entre os quais se inclui o setor
educacional. Tendo sido verificado um maior direcionamento das políticas públicas em
função dos interesses hegemônicos predominantemente econômicos, a síntese acerca das
reformas realizadas no âmbito da educação pública e da sociedade mineira demonstra a
necessidade de se recompor, a partir dos espaços e órgãos colegiados constituídos, novas
estratégias de intervenção e controle social dessa realidade, tendo em vista as delimitações
recorrentes nas orientações estatais e suas implicações na conformação dos Colegiados
Escolares em Minas Gerais. / Mestre em Educação
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The lived experiences of female head teachers in rural primary schools in KenyaWangui, Parsaloi Mary 02 1900 (has links)
The under-representation of women in positions of leadership in primary schools is common in many developing countries, raising issues of equity, social justice and sustainable development. Studies on gender and leadership have revealed that a number of barriers existed for women seeking positions of educational leadership. This includes social-cultural factors, the expectations of the society, as well as women’s perceptions of themselves, and of leadership.
This study was concerned with the representation of women in leadership positions in Kenya’s rural primary schools. In particular, it explored the educational leadership experiences of women working in schools in the rural areas within Kajiado County. It sought strategies to enhance the participation of women in leadership roles in rural primary schools.
The data were primarily gathered by means of qualitative methods. Semi-structured interviews were conducted with fifteen female head teachers drawn from public primary schools. Unstructured observation was done during visits to the schools, and during the interviews, field-notes were taken. The women gave rich descriptions of the various aspects of their work-lives within the context of sharing the challenges and strengths experienced in their careers. Secondary data were gathered by means of research, where the researcher reviewed the existing literature on women and leadership.
The data that were collected were analyzed, categorized, synthesized and interpreted. The findings were presented in rich descriptions, which also included anecdotes from the participants.
The key findings revealed administrative challenges, which included the grievances of the parents, limited resources, issues with accountability, time-management and the handling of difficult teachers. Personal challenges included wavering self-confidence, problems with trying to balance work and social lives, as well as home-work conflicts. The findings revealed the participants’ inadequate preparation for their leadership roles, and society’s initial skepticism on women’s school leadership. The study also revealed women’s reluctance to take up leadership positions, as was evidenced by their reluctance in applying for the positions.The study found that the participation of women in primary school leadership positions could be enhanced by means of attractive remuneration, effective mentoring, positive role-models, programmes for the preparation for leadership, and the assurance of limited geographical movement on promotion. / Educational Studies / M. Ed. (Education Management)
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Evaluation of a Tier-one Universal Classroom-based Preventative Intervention Training Program Implemented in an Ohio Middle SchoolJohnson, Hollie Stegeman January 2020 (has links)
No description available.
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Managing the implementation of universal primary education policy in Ugandan primary schoolsKyambadde, James Mbabaali 07 1900 (has links)
This research study sought to understand “how the implementation of universal
primary education (UPE) policy in Ugandan primary schools is managed”.
Furthermore, in exploring the challenges faced as they relate to UPE planning and
organising, the research sought to provide evidence-based solutions in form of
recommendations to address the planning and organising challenges identified.
Considering the above, in order to understand how the implementation of UPE policy
in Ugandan primary schools is managed, as part of the methodological procedures,
the research process adopted by the researcher followed a qualitative study approach
using a case study research design (collective) as the research design or strategy,
and constructivism (interpretivism) as the research paradigm. As part of the
triangulation of data, a review of relevant literature was conducted in combination with
semi-structured individual interviews and focus group discussions with the purposively
selected UPE stakeholders responsible for the management and implementation of
the UPE programme in Uganda. The participants included: UPE school principals
(school or implementation level); UPE policy makers (Ministry of Education and Sports
officials at national level), and district education officials and local government
representatives (district level). Inductive thematic analysis was used for data analysis
of this research.
The main findings concerning the strength of the current UPE planning and organising
framework, among others, were: UPE management and implementation is executed
at the national, district and school levels and each UPE stakeholder has a role; UPE
implementation management is decentralised and authority is delegated to local
governments; and UPE management and implementation constitutes of guidelines
and directives. On the other hand, the findings concerning the UPE planning and
organising weaknesses (challenges), among others, were: inadequate financial
resources in form of low UPE capitation grants; the misuse and misallocation of UPE
funds; the lack of consultation and involvement of frontline UPE stakeholders and the
civil society in the planning and formulation of UPE policies and the lack of
qualifications and skills of the UPE stakeholders responsible for the management of
the implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE
management and implementation framework that constitutes the current UPE
planning and organising framework, has failed to address key UPE management and
implementation challenges especially at the school level.
Therefore, based on empirical and literature review findings of this research study, the
management of the implementation of the UPE programme in Uganda, although it has
registered some successes, it is still constrained, faces both monetary and nonmonetary
challenges and is, therefore, internally and externally inefficient. In this
regard, in order to address the challenges, the researcher proposes recommendations
for the national, district and school levels for consideration and adoption by the Ministry
of Education and Sports in order to address the bottlenecks impeding the efficient
management and implementation of the UPE programme in Ugandan primary
schools. In determining the recommendations and what constitutes a successful UPE
planning and organising framework, the researcher considered among other things,
the participants’ suggestions, and trends or lessons from international best practices. / Educational Management and Leadership / D, Phil. (Education Management)
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The School Council as an Agent of Instructional Change: a Comparative Case StudyMurphy, Charles Michael 05 1900 (has links)
The involvement of teachers, parents, and administrators in shared decision making is a critical component in recent attempts to implement site-based decision making in Texas schools. This involvement is usually maintained through the school council, which is the sanctioned forum for discourse as defined by Texas laws. The purpose of this qualitative study was to describe and analyze the content and patterns of decision making discourse in three Texas elementary school councils. The research questions focused on (a) council member role descriptions, (b) training, (c) patterns of deliberation, and (d) varieties of issues discussed. A total of 44 council members participated in the research. Observation, interviews, structured group interviews, decision-making inventories, and documents were used to collect data from December 1992 until January 1994.
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School Support Staff and Student Outcomes in Large Urban Districts in the Midwest A Correlational StudyBirkhimer, Courtney B. 03 May 2022 (has links)
No description available.
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Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced ResourcesSpooner, Kevin Eugene 27 July 2015 (has links)
Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all "school effects" on achievement can be attributed to principals. While there is general agreement on the principal's importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment where resources have been reduced over time? Given the stories of retired principals from high poverty elementary schools, the purpose of this narrative inquiry is to understand how principals made sense of their experience when having to respond to decreasing resources and the need for increased student achievement. Participants in the study included retired principals from high poverty elementary schools who were employed during the time period extending from 2008 through 2014. Findings from the study make sense of the meanings elementary principals have constructed and attached to the phenomena of decision -making in times of financial reduction in order to help other principals who have been challenged by similar circumstances. Three categories of leadership styles and seven skill areas emerged in the study. Principals made use of these styles and skills in their responses to the crisis.
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Instructional leadership of high school assistant principals in Northern CaliforniaGarrard, John Christian Timothy 01 January 2013 (has links)
To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association.
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