The purpose of this mixed methods case study was to understand the hiring practices of a school district when considering a principal and how the school district attends to leadership within those hiring practices. The central premise of the study was leadership matters and is second to teaching in student achievement. However, the historical record paints a picture of less than adequate attention to effective hiring practices and a limited scope when addressing leadership. A small school district in California was selected to participate in the study. The design incorporated mixed methods to analyze the hiring practices through a survey of site administrators (principals and assistant principals), interviews of the Superintendent, and interviews of two principals. Similar to what was found in the review of literature, the school district did not align all of the hiring practices to what they valued in leadership and lacked in performance-based instruments when hiring. However, the results of the study indicated how the school district valued leadership and this may have been a contributing factor in student achievement. Through the review of literature and the study, the researcher developed an understanding of the complexity of the leadership construct and provides a synthesis of how key leadership studies fit together to provide a framework for hiring school administrators.

The purpose of this research was to explore the perceptions of student affairs administrators, working in both public and private higher education institutions, regarding how they learned to use technology and gain insight into how their work would evolve in the future. While the COVID-19 pandemic affected everyone in the higher education landscape—academic faculty, students, and student administrative professionals—this research focused specifically on a segment of administrative professionals within higher education institutions: student affairs professionals. The results of the study provide recommendations to higher education institutions and student affair professionals and how to work in a technologically evolving workplace. The researcher based the study on the three assumptions: (1) informal and incidental learning are key factors in growing the skills to learn the evolving technologies in the workplace; (2) higher-order thinking skills exist in student affairs professionals who went beyond transferring the in-person modality to online; (3) organizational competencies or ethical competencies in digital leadership skills existed in student affairs professionals who went beyond demonstrating technological competencies skills The study population were student affairs professionals who worked during COVID-19. Data sources were primarily through 12 individual interviews, all conducted via Zoom, critical incident reports, and documents. Key findings of the study revealed: (1) A strong majority of participants described the use of technology as having a significant communication platform; (2) A majority of participants indicated that the lack of user engagement was a challenge while using technology; (3) An overwhelming majority learn to overcome the challenge of using technology through peer conversation; and (4) A majority of participants stated that having a supportive leader influenced the use of technology. The main recommendations of the study were the following: (1) Higher education institutions should think of creating the space and opportunities for student affairs professionals to engage in conversation with one another to overcome the challenges of using technology. To develop the space, higher education climate and organizational culture around the perception of technology must be considered. Additionally, higher education institutions should invest in developing supportive leaders who have a positive perception of technology in the workplace; and (2) Student affairs professionals should not only learn to be open about using technology in the workplace, but also develop the inter-personal skills that is critical to overcoming the use of technology. For seasoned student affairs professionals who hope to become a leader within the institution, developing the leadership skills to become a supportive leader who has the technological and inter-personal skills is critical to better manage and lead their team.

The purpose of this study was to examine provisions of the Constitution of West Virginia, enactments of the West Virginia Legislature, decisions of the West Virginia Supreme Court of Appeals, policies of the West Virginia Board of Education, opinions of the: Attorney General, and interpretations of the State Superintendent of Schools to ascertain the legal status of West Virginia public school personnel in the employment process, in liability cases arising from tort actions, and in other areas; where legal questions often arise. Federal Constitutional provisions, statutes, and court cases were also considered when of overriding importance or when West Virginia legal references were inadequate. Legal research of the process of employment of public school personnel focused on the following areas: nomination for employment, discrimination, substantive and procedural due process, certifieation, probationary and continuing contracts, assignment and, transfer, suspension and dismissal, resignations, employment term, and compensation. Tort cases were classified by the author as either traditional or constitutional torts. Traditional torts reviewed included strict liability, assault and/or battery, defamation, and negligence. Of particular concern were assault and battery cases related to corporal punishment, the use of qualified privilege as a defense in defamation cases, and negligence cases alleging abridgement of the duty of school personnel to provide proper supervision, proper instruction in performing dangerous activities, and proper maintenance of equipment. Tort actions arising from abridgement of a person's constitutional rights by state or governmental authorities were classified as constitutional torts. lt was found that successful plaintiffs have. been able to secure injunctive relief as well as damages. from school officials and boards of education, both now considered "persons" under Section 1983 of the Civil Rights Act of 1871. Other legal provisions studied in relationship to West Virginia public school personnel included the following: curriculum and instructional matters, academic freedom, assignment of duties, personal leave and leaves of absence, fringe benefits, retirement, grievances, employee organizations, and collective bargaining. / Ed. D.

The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.

The purpose of this study is to ascertain the opinions of chief executive officers (CEOs) and school board chairs of Texas private schools in educational service center (ESC) Regions 10 and 11 toward board training and the potential benefits for the success of their respective roles. Literature regarding private school board training is limited. As a result, most private school boards face challenges regarding school board training expectations, which could affect their roles and the roles of CEOs. The quantitative and qualitative cross-sectional research design examined Texas private school CEOs’ and school board chairs’ perceptions about school board training and the working relationships between Texas school CEOs and school boards. The researcher developed the survey and interview questions used in this study. Responses to a 4-point Likert-type scale instrument, short answer questions, and interviews were solicited from a population of private school CEO and school board chairs within ESC Regions 10 and 11 from schools with an enrollment of at least 100 students and that contained Grades 9 through 12. In-depth Interviews were conducted with 12 private school CEOs and 12 school board chairs with varying levels of school board training. The research findings indicate that board training does make a significant difference in the working relationships between CEOs and private school boards. The findings of this study may assist private school boards in addressing school board training and the components of such training, which would benefit the working relationships between CEOs and school boards, as well as the success of private schools.

Thesis (M. Tech. ( Education)) -- Central University of Technology, Free state, 2012 / In Xhariep District, promoted school managers are left alone to find their way out. This exposes the school managers to stressful working conditions such as being unaware of the school policies and procedures. The overall aim of this study is to explore challenges faced by promoted school managers in Xhariep secondary schools and identify the type of training they would require. The objectives of the study were to identify challenges that promoted school managers in Xhariep secondary schools face and also identify the type of training needs that promoted school managers require. This descriptive study is quantitative in nature because it collects mostly numeric data and employs mainly quantitative techniques in analysing the data. The population under investigation consists of secondary, and high school principals, deputy principals, and heads of departments in Xhariep District in FSDoe in South Africa. The FSDoe Xhariep district office keep a database of schools under their jurisdiction . From this database, a purposeful sampling method was used to select 80 promoted school managers from the 23 listed schools in Xhariep District. Purposeful sampling method was used in order to prevent under or non-representation of parts of the population (Brynard & Hanekom, 2006:56; Scheaffer, Mendenhall & Ott, 2006). A structured, Likert-scaled questionnaire with closed ended questions was used to collect information from the respondents. Part one of the questionnaire was used to collect demographic data, part two focused on induction, part three questioned about the role of the mentor and part four zoomed in on nature of support offered by FSDoe. The results of the study showed that the majority of the respondents (97%) urgently needed induction. There was also a feeling that induction instilled a feeling of belonging by 67% of the respondents. The study also revealed that promoted school managers are offered very little support.

The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master. One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days. However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills. Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)

This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.

published_or_final_version / Education / Master / Master of Education