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The agency or personal involvement of the principal within a school is perceived as being of vital importance to the success of innovations. Leadership is necessary, not only to manage the escalating changes in academia, but more importantly to inspire, protect and encourage educators. One of the current trends in education is the move towards self-management which is a decentralization of power control from the state to the school. Selfmanagement implies choice and this enables the principal to validate the opinions and ideas of everyone who is involved in the process of school governance. The success or failure of an innovation usually depends on the support of the stakeholders. Change can be stressful, and unless the principal is part of the process, the implementation may not be successful. The context of this study is an independent primary school which has recently undergone many changes, most of which appear to have been initiated and managed by the principal. Independent schools have more autonomy than public schools as they are usually self-funded. The principal is accountable not only to the Board of Governors, but also to the parent body which generally has high expectations of the school. This study investigates the impact of the principal’s agency on the development of a multi-media centre at the school. The extent of his involvement within the school and his leadership style was first established and then the implementation of a new innovation, that of the media centre, was explored. Case study methodology based on semi-structured interviews with selected participants from within the school was employed. These participants represented different perspectives on the principal’s leadership and management of the media centre. In addition, documents and photographs were analysed for triangulation purposes. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

This study examined the leadership style and readiness for change exhibited by elementary school principals in two urban school districts. More specifically, the study examined leadership style and four demographic variables; gender, age, highest academic degree earned, and years of principal experience. One hundred and twenty elementary school principals employed in two urban school districts were invited to participate in the study, 108 completed the required instruments: Leader Behavior Description Questionnaire, Survey of Readiness for Change (an instrument created by the researcher), and a demographic information sheet. The t-test statistical technique was used to determine whether leadership style, gender, age, years of administrative experience, and highest earned academic degrees had an effect on personal readiness for change.Results revealed that a significant relationship (alpha level of .05) existed between personal readiness for change and leadership style (p=.009), and also between personal readiness for change and highest earned academic degrees (p=.019). Principals with a considerate leadership behavior and those holding a doctorate appeared more ready for change. The remaining independent variables gender (p=.394), age (p=.350), and years of administrative experience (p=.801) were not found to be significant with respect to a personal readiness for change.Results from the research produced the following recommendations: (a) school district administrators may encourage their principals to determine how their leader behavior effect change, (b) staff development on the change process needs to become a priority, (c) findings from this study should be considered by school officials who employ principals and especially for districts promoting a change agenda. / Department of Educational Leadership

This research focussed on the following issues: • The underrepresentation of female teachers in educational management posts • The teacher's perception of intrinsic promotional barriers. The investigation into the female teacher's perception of intrinsic promotional barriers as reason for her underrepresentation, was based on a study of available literature. Her femininity and female attitudes are held responsible for her underrepresentation. Documented intrinsic perceptions are • sex roles and sex-role typing • sex-role socialisation • societal stereotyping • psychological expectations • motivation and career expectations • role conflict. The female teacher's perception of intrinsic.barriers, as identified by the study, was empirically verified by means of a structured questionnaire. The study concludes with a summary, deductions and recommendations drawn from the research. Intrinsic promotional barriers that are experienced by the female teacher, include: • Sex roles and the influence of sex-role typing • Role conflict. Intrinsic promotional barriers that were not widely experienced by female teachers were: • Sex-role socialisation • Societal stereotyping • Psychological expectations • Motivation and career expectations. The recommendations were that the principles of equality and non-discrimination should be reinforced, the use of "educator" instead of "teacher" encouraged and an enquiry into extrinsic barriers to promotion, followed by the implementation of a management development programme. / Thesis (MEd)--PU for CHE, 1998

The Beehive Model elevates strategic planning and management to the highest rostrum as a strategy for assisting schools to be relevant to the needs of present-day societies. Additionally, the Model regards capacity building as a necessity that should enable school managers to reflect on the aims of education and attainment of outcomes that provide a comprehensive and coordinated approach to all aspects of planning in the school. Communication is essential in all organisations, " fact attested to by the empirical study which uncovered that communication with stakeholders has the highest response rate. However, the lowest ranked item was accommodation of diverse needs and interests of stakeholders. It would appear that for the sake of relevance to society's needs. schools should be re-aligned to accommodate stakeholders' needs and interests. It is also observed that in another set of questions the lowest ranked items were forging of trust, respect and understanding, as well as lack of understanding of schools' visions and missions. Surely, schools require a new breed of school managers who can form productive partnerships with stakeholders. It is envisaged that the Model would enhance school managers' capacity to expedite functions linked to activities such as decision making, managing, leading and maintenance of effective personnel relationship in primary schools in North West Province. The Model should also provide the basis for integrated and coordinated education, training and development programmes for school managers in the greater South Africa. key words: Beehive Model, talent orientation, stakeholder participation, organisational strategy, business discipline, change leadership, management development, leadership development, professional development, functional structures, pay and incentives. / (Ph.D.) North-West University, Mafikeng Campus, 2005

This research focussed on the following issues: • The underrepresentation of female teachers in educational management posts • The teacher's perception of intrinsic promotional barriers. The investigation into the female teacher's perception of intrinsic promotional barriers as reason for her underrepresentation, was based on a study of available literature. Her femininity and female attitudes are held responsible for her underrepresentation. Documented intrinsic perceptions are • sex roles and sex-role typing • sex-role socialisation • societal stereotyping • psychological expectations • motivation and career expectations • role conflict. The female teacher's perception of intrinsic.barriers, as identified by the study, was empirically verified by means of a structured questionnaire. The study concludes with a summary, deductions and recommendations drawn from the research. Intrinsic promotional barriers that are experienced by the female teacher, include: • Sex roles and the influence of sex-role typing • Role conflict. Intrinsic promotional barriers that were not widely experienced by female teachers were: • Sex-role socialisation • Societal stereotyping • Psychological expectations • Motivation and career expectations. The recommendations were that the principles of equality and non-discrimination should be reinforced, the use of "educator" instead of "teacher" encouraged and an enquiry into extrinsic barriers to promotion, followed by the implementation of a management development programme. / Thesis (MEd)--PU for CHE, 1998

The purpose of the study was to determine and compare the judgments of the non-teaching administrators, teaching administrators and teachers regarding the effectiveness of Planned Program Budgeting Systems in the three pilot New Jersey Districts.A questionnaire based on the goals identified in the New Jersey Program Budget Guide, was developed for the study. Fifty questions divided into five categories, needs assessment, consideration of alternative programs, determination of financial need for preferred alternatives evaluation of performance in each program, and process, were developed. Two field tests were conducted.Data were treated in two ways. The frequency and percentage of responses to each item was counted. Based on these data, three questions concerning administrators' and teachers' judgments of the extent and effectiveness of PPBS were answered.Second, the chi-square test of independence was applied to each of the fifty statements in the questionnaire to determine the rejection or non-rejection of the null hypothesis:No statistically significant difference exists among the judgments of non-teaching administrators, teaching administrators and teachers regarding the effectiveness of Planned Program Budgeting Systems.The p = .05 level of significance was used to determine rejection or non-rejection of the null hypothesis.Summary of the ConclusionsGenerally non-teaching administrators, teaching administrators and teachers, have different judgments regarding the extent and effectiveness of PPBS. No consistent agreement or disagreement existed between any two of the groups.Selected FindingsThe chi-square test of independence (p = .05) was applied to each of the fifty questions. The null hypothesis was rejected for thirty-eight statements and not rejected for twelve statements.Selected Recommendations1. A better communication system between non-teaching administrators, teaching administrators and teachers regarding the various processes and procedures needed to make PPBS effective, should be strengthened.2. In-service workshops should be conducted for each of the groups to clarify the role of each group and to inform and discuss with each other problems that occur with the ongoing process of PPBS.3. Teachers in all the schools should be informed of the procedures of PPBS and should participate in the various facets of the program.Selected Recommendations for Further Study1. Conduct a follow-up study to determine the progress made in the implementation of PPBS after a three-year period in the three pilot New Jersey districts.2. Develop and test an instrument which would determine the effectiveness of PPBS in school districts.3. Conduct a study comparing the judgments of the educators in the pilot districts in New Jersey with the judgments of the educators in pilot districts in another state.

Thesis (D.Ed.)--University of Western Sydney, Nepean, 1997. / Vol. 1: The function of leadership teams in the facilitation of organizational change in primary schools - journal articles, conference papers and reports. Bibliography.

Thesis (Ph.D.)--Ohio University, March, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jay D. Scribner. Vita. Includes bibliographical references. Also available from UMI.