The aim of this qualitative case study was to shed light on factors perceived by facilitators of adult learning to influence the transformation of their fixed/growth mindsets with the potential for enhanced or sustained feedback receptivity. This was achieved by exploring the experiences of a core team of facilitators of adult education in an elite Tier I University Based Coaching Certification Program (UBCCP) located in the northeast United States. Informed through an extensive review of the literature, I hoped to identify commonalities/differences among the various core team members (whose experiences are so varied) regarding their perceptions of high impact adult learning in this team facilitation context. Specifically, the purpose of this qualitative case study was to explore their experiences as a means of identifying, describing, and furthering an understanding of the factors perceived to promote the perspective transformation required to ensure the UBCCP program can be scaled efficiently, effectively, and most importantly, with integrity and fidelity.Toward that end, I collected relevant assessment data from each core team member to inform the one-to-one interviews. Data collection methods included document analysis, pre-interview data forms, the results of four survey instruments (two self-focused and two context-focused), and in-depth interviews (including verbal examples of each facilitator’s high and low point experiences in the UBCCP setting). A data analysis process was developed to examine the potential connection between mindset, feedback orientation, feedback environment, and the learning climate of the UBCCP. The study’s findings confirmed that an interplay does exist between an individual’s mindset and feedback orientation and the feedback environment. The study also confirmed that although that interplay appears to influence the learning climate to some degree, different factors, (e.g., professional development, psychological safety, etc.) have a greater impact on how the facilitators of adult education of the UBCCP are experiencing the learning climate. Finally, the study confirmed that mindset, feedback orientation, the feedback environment, and the learning climate are interconnected, and all contribute to the perspective transformation that leads to feedback receptivity.

Medical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the quality of care for years to come. This study examines stressors experienced by medical students who are in their second year of medical education. This study also explores which coping strategies for managing stress were utilized by medical students. Finally, this study investigates which coping strategies succeeded for students and if those strategies were provided by their educational institution or were provided outside of the medical education environment. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / March 27, 2019. / burnout, decision making, medical education, medical students, quality of life, stress / Includes bibliographical references. / Linda Schrader, Professor Co-Directing Dissertation; Patrice Iatrola, Professor Co-Directing Dissertation; Elizabeth Jakubowoski, University Representative; Toby Park, Committee Member; Robert A. Schwartz, Committee Member.

This dissertation focuses on the exogenously induced discontinuity that is observed in educational indicators as a result of school-entry age regulations. It has been conducted in response to the research gap in low-and-middle-income countries (LMIC) in terms of school-entry law effects. I present three empirical analyses for Peru based on data sets with information on the exact date of birth-- the 2017 Population Census, the National Household Survey (ENAHO), the National Demographics and Health Survey (ENDES), and the 2010 University Student Census. Discontinuity-based estimates shed light on the school eligibility effects on educational attainment, the effect of preschool attendance on maternal labor supply, and the effect of school-entry laws on college enrollment delay.

The purpose of this study was to explore the experience of 13 informal teacher leaders who participated in a three-year (district-sponsored and job-embedded) developmentally intentional leadership institute (DILI) and to learn how, if at all, the DILI helped them develop and apply leadership skills, as they continued in their primary roles as teachers. The DILI at the center of my study aimed to develop leadership capacity as a way to overcome barriers to teacher leadership that are described in the literature. I found three features of the DILI that supported this: 1) Using best practices in professional development; 2) Administrators’ participation alongside their teachers; 3) A developmentally intentional curriculum based on Learning-Oriented Leadership. I utilized an exploratory case study methodology, including a district-wide survey of 67 teachers to understand the context of the research site and 34 hours of interviews with three sets of participants including the 13 teachers who completed the three-year DILI, 3 teachers who partially completed the DILI (i.e. completed one or two years), 3 principals and 3 district administrators who directly supervised the teacher leaders. I came to three clusters of findings. First, the DILI created a holding environment for participants (i.e., supported and challenged them, while remaining in place longitudinally) (13/13) which they utilized as a support to their learnings and leadership practice. Second, participants engaged in three perspective shifts [i.e., on themselves (13/13), on the nature of leadership (9/13), and on the utility of collaboration (13/13)]. Third, all 13 teachers transferred their learnings from the DILI to assume acts of leadership in their schools. This included assuming formal leadership responsibilities (13/13), feeling more empowered (13/13) and feeling less stress, even as they took on greater responsibilities (10/13). Moreover, the administrators reported that the teacher leaders positively influenced the district, as they created a “ripple effect” and “lifted the bar” to elevate expectations, professionalism, and practices of collaboration. Implications of my study address the use of this approach (i.e., DILI) by districts to foster teacher leadership, even amidst school cultures of egalitarian norms. These teacher leaders helped to shift culture by driving instructional improvement. Thus, districts can better address increased standards, greater expectations, and other challenges that place too many demands on school administrators to lead alone.

Submitted in accordance with the requirements of the degree of Doctor of Education in the Department of Educational Planning and Administration at the University of Zululand, 2003. / Wide scale demands for the introduction and management of holistic changes in schools across South Africa have positioned principals in the unprecedented occupational position of transformational leaders who are accountable for renewing schools in accordance with national policy mandates, provincial proclamations and regional edicts. Added to the complex nature of this position, is the imperative to develop mandatory partnerships with the community via school governing bodies. The South African Schools Act No. 108 of 1996 places School Governing Bodies (SGB) in the position of trust to make effective policy decisions and to oversee Whole School Development (WSD) on behalf of their respective communities. Thus, curiosity has been aroused about the effectiveness and efficiency of school managers and governors in developing structures and strategies to facilitate changes for WSD. A literature study and an empirical investigation were conducted. From the literature reviewed a theoretical framework was provided for the study, which elucidates the policies, philosophy and principles underpinning WSD. Four WSD approaches are discussed. Collectively, these approaches provide a pioneering way in which school managers and governors can promote effective schools. The empirical study pursues both a quantitative and qualitative investigation into the problem being researched. A case study was conducted in a rural school on the south coast of KwaZuIu-Natal in an attempt to investigate first hand, the roles of the school manager and the school governing body in facilitating WSD. Furthermore, a survey, via questionnaires administered to educators, was conducted in three regions across KwaZuIu-Natal, namely North Durban, Durban South and Port Shepstone to verify findings that emanated from the case study. In the analysis, the above-mentioned research paradigms complement each other. While the scores on the questionnaire provided quantifiable data, the case study provided qualitative, subjective elements such as attitudes, beliefs and values relative to the problem under investigation. Additionally, a t-test, which is a statistical tool, was employed to add significance to the study. The study reveals that school principals are grappling in their leadership roles to promote WSD. It also reveals that school governors have not fully taken ownership of their powers to support the principal in WSD. The following are reflected as key findings, which emanated from the empirical investigations: • School principals are grappling in their roles as transformational leaders and have not significantly transformed their schools from mechanistic organizations to organic systems. • The management approach adopted by principals is predominantly task-oriented thus, hindering holistic developments in schools. • Teamwork among stakeholders, which is a critical component of WSD, has not been effectively established. • Principals have not been effective in developing innovative management intervention programmes to create a climate conducive to WSD where the principles of trust, transparency, open communication and a high morale among stakeholders are nurtured and valued. • Parents are complacent in their roles as school governors and reflect ineffectiveness in holding schools accountable for transformation. The research provides a unique contribution to in terms of highlighting the philosophical as well as generic factors facilitative of WSD. Its major strength lies in its originality whereby WSD is perpetuated as a transformational exercise. The study makes a valuable contribution to educational stakeholders in that it highlights the interdependent and inclusive roles of the individual and the institution both at a policy and philosophical level. This study concludes with a consideration of recommendations, which if considered and applied, could lead to the development of effective transformational leaders (principals) and efficient co-partners (governors) to introduce, manage and oversee changes imperative to facilitate WSD. The recommendations are succinct and easy to implement and has significance to all educational stakeholders. It draws different stakeholders into the equation of WSD, such as principals, educators, governors and SMTs.

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1999. / The aim of this study was to investigate the role of the school management team in promoting a culture of teaching and learning. From the literature study it became evident that the culture of teaching and learning in many South African schools has almost disappeared in its entirety. Most of the schools of the former education departments responsible for black education are characterised by a high failure rate, early school dropout, lack of discipline, low morale and an anti-academic attitude amongst teachers as well as learners. To these schools very little has changed since 1994 when the new government came into power. It would appear that a culture of teaching and learning in these schools does not exists. The ongoing turmoil in these schools underscores, inter alia, the failure of school management teams in assuming responsibility for promoting a culture of teaching and learning. Promoting a culture of teaching and learning involves a collaborative act between school management, teachers and learners. Many stakeholders in education seem to be helpless when confronted with problems related to teaching and learning in schools. It often seems as if their hope rests in the initiatives of school management teams to promote a culture of teaching and learning. The members of school management teams, as educational leaders, therefore have a vital role to play in creating a culture of teaching and learning. Although it is generally believed that school management teams, as educational leaders, are responsible for promoting a culture of teaching and learning, the situation is far from satisfactory. The causes for the absence of a culture of teaching and learning can be attributed to factors concerning the learners, factors concerning the school environment, societal factors and problems concerning the homes of learners and their living environment as well as the lack of parental involvement in the formal education of their children. Members of school management teams should have no uncertainties as to their responsibilities as educational leaders. Principals, deputy principals and heads of departments are both educational leaders and managers and their primary task or responsibility is to ensure that effective teaching and learning takes place. For the purpose of the empirical investigation a self structured questionnaire for members of school management teams was utilised. The data obtained from the completed questionnaires were processed and analyzed by means of descriptive statistics. Findings confirmed that the school management team has a significant role to play in promoting a culture of teaching and learning. In conclusion a summary was presented on the findings of the study and the following are some of the recommendations that were made: The members of the school management team must inculculate positive attitudes and values in teachers and learners. All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. The management team must ensure the adoption of a code of conduct for learners.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCA TIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1995. / The aims of this study were to: • research the relationship between the school principal and the governing body by means of a literature study; • establish how the relationship between the principal and the governing body influences the child's education; • determine, in the light of the findings obtained, certain guidelines according to which a harmonious relationship between the principal and the governing body can be established. The school as an educational institution was established by society when parents experienced feelings of inadequacy in the performance of their educative task. They no longer had the ability to guide and accompany the child with respect to the specialised subject matter and the requirements of modern society- Consequently parents nowadays send their children to school to receive formal education. However, parents cannot and may not delegate the privilege and responsibility of their children's education to the school, and must retain the primary responsibility of their children's education. They should therefore be involved in the formal education of their children at school. The primary and functional task of the school is the formal education and training of its pupils. For the school to perform this task efficiently, effective management is necessary, and it is this management that lies in the hands of the principal. The management activities of the principal includes planning, organisation, guidance and control. As the educational leader. there is no one other person with a greater influence on every facet of school life than the principal, and it is his perception of education and teaching that is reflected in all the facets of the life of his school. His personality as a leader not only influences the job satisfaction of his staff members, but with the passage of time becomes a cardinal factor that guides the morale and quality of the school as an educational institution. The principal is also the pivot upon which all the school activities hinge, and the quality of his performance as the leader of a team of trained and selected professionals is a determining factor in the success or failure to achieve the primary objective of the school. Organised parent involvement in the formal education of children is embodied in statutory parent bodies, such as governing bodies, and in non-statutory parent bodies such as parent-teacher associations (PTA's). Parent bodies offer the parents who elected them a high level of representation in matters concerning the formal education of their children. The governing body is the mouthpiece of the parents in the community, with statutory powers to implement decisions which have been made. Therefore, forma! education does not function in a vacuum. The family as a primary, and the school as a secondary community should work together and a spirit of partnership should exist between the family and the school for the benefit of the child's education. Furthermore, parental involvement in school matters should take place in an organised and orderly fashion. Parents and principal become partners In the learning and becoming of non-adult members of the community. Neither the parents nor the principal alone can fulfil the education task completely. They require each other's cooperation in this regard. It has become evident that the family and the school as partners have mutual expectations of each other. Only if a relationship of mutual trust, respect and understanding between the principal and the governing body exists, and if concordant objectives relating to educational matters are pursued, can these expectations be realised. It is generally acknowledged that this relationship is indispensable for the harmonious, functional and effective accomplishment, not only of educative teaching in the school, but also of education in the primary education situation in the family. The parents and the principal should function as equal partners in an educational partnership. In the light of the findings of this research, recommendations concerning the following were formulated: • Principles governing parent involvement. • Effective parental involvement. • Management of parental involvement by the principal. • Communication between school and home. • Parent orientation and training. Functions of the governing body.

A mini-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, South Africa, 2009. / This study offers a critical appraisal of the role that the parent component of the School Governing Body (SGB) plays in governing primary schools. A literature review established the functions and significance of parent contributions to school governance. The study investigated strategies that can enhance parent participation. An empirical study then set out to test the extent and success of parent involvement in school governance. The study revealed that parent involvement in schools is limited and superficial. The empirical data suggested that: • Some principals are reluctant to allow parents their legitimate right to participate actively in the governance of schools, governors in some schools merely exist to 'rubber-stamp' decisions already made by principals. • Many parents do not have the necessary knowledge about school governance in general, and lack the necessary expertise required to enable them to participate effectively in decision¬making on school issues. The study was concluded by way of recommendations which point to the means to improve efficiency in governance and to promote significant parent participation in school governance.

Submitted in partial fulfillment for the requirements of the Degree of Doctor of Education in the Subject Educational Management in the Faculty of Education at the University of Zululand, 1993. / This research has looked into the methods which teachers and principals use to handle student-student, student-principal and student-teacher conflicts in KwaZulu secondary schools. It has revealed that teachers tend to use authoritarian and power based methods to manage conflicts with students. Authoritarian methods rely on coercive and position power to force students to comply. They include punishment and force of different kinds. The research has shown that authoritarian and power based methods of managing conflict in schools tend to have short term benefits only. The study has also found that some principals use competitive and authoritarian methods to manage conflicts which involve students. However, there is a definite effort by some principals to employ problem solving methods such as negotiation to solve conflicts with students. Where problem solving methods were used, positive relationships were enhanced. In some cases new ways of doing things at school were developed. The* extent to which other methods like avoidance and accommodation are used to deal with conflict was highlighted. The outcomes of these in schools were also shown. The research also indicated that the socio-economic and political history of education for Blacks in South Africa and KwaZulu, has created a great potential for conflict in schools. It was shown that schools in KwaZulu are in a situation where education does not adequately fulfill needs of students. As a result a lot of frustration occurs and students displace their feelings by resorting to socially disapproved means like violence. v(b) Other variables such as clash of values between teachers and students, misperceptions especially by students and lack of student involvement in decision making also contribute to conflict. According to the observations of principals, students also deal with conflict in aggressive and competitive ways. They demand whatever they believe they are deprived of; they become violent or resistant to school authority. Further, the study concluded that some teachers and principals increase the potential for conflicts in schools through defective management styles and negative interaction with students. The latter, namely negative interaction with students, was seen to be either part of estranged student-teacher or student-principal relationships or, in some cases, a result of poor communication and interpersonal skills of teachers or principals. All three parties (namely teachers, students and principals) cloud issues on conflicts by mixing them with emotions and by operating from certain belief systems. Such emotions as uncontrolled anger and resultant violence or beliefs that students cannot or may not participate in decisions at school, often worsened conflicts. The research discerned that a principal's or teacher's approach to managing conflicts tends to influence the outcomes.

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