Thesis (Ph. D. (Education Management))--Universiteit van Pretoria, 2001. / Includes bibliographical references.

Thesis (Ph. D. (Education Management))--University of Pretoria, 2002. / Includes bibliographical references (leaves 218-227).

The purpose of this study is to explain a management the Diocese of Fort Wayne-South Bend (Indiana). For well over 100 years the Catholic school system in this diocese was =governed by the following principles: (1) each parish was expected to have a parish school; (2) this school was to be financed from the resources of the parish; and (3) the teachers were largely religious sisters. Not until the 1960's was any serious attempt made to centralize a school system which encompassed 54 grade schools, 6 high schools, and enrolled 28,600 pupils in 1965. The late 1960's witnessed a crisis in Catholic education; between 1964 and 1970 enrollment declined in the grade schools 27.3%; during that same period of time the ratio of lay teachers to religious teachers rose 160.5:0 (while the number of sisters dropped 18%); parishes income, in constant dollars, dropped 0.5%. The educational crisis found the parishes without adequate management information for decision making.Two types of information puterized for annual updating.I. Educational Data Analysis. Basic income and expense information, from each parish, is analyzed for the most recent five year period. This analysis brings into one place the necessary data for trend analysis. (Projections are based on the polynomial method of curve fitting.) Most data treated is analyzed for year-to-year rates of change; at the same time an over-all rate of change is developed with 1964 forming the base year. All income data is reduced to a constant dollar (1958= 100) with the Implicit Personal Consumption Expenditure Price Deflator. Educational costs are further analyzed on a per pupil cash cost basis, and on a percent of total educational costs. The contributed services of each teacher is developed (as well as an analysis of degrees, license, grade taught, years of experience, etc.). In this way a total cost, closer to true costs than are the cash costs, are developed. Some use is made of regional median income data to determine the over-all ability of a parish to support the program. This data is intended for the use of the pastors, parish councils, committees on education, etc.II. Educational Situation Indices. These indices were developed to simplify financial explanations for parishioners; at the same time they provide a means of comparing one parish against the rest of the diocese. Thirteen key resources were selected from the data developed by Part I. These resources from each parish are compared with the diocesan average to develop and index number. The "norm=100." Three types of mathematical formulas develop three indices. The Parish Index (I,) merely measures the percent above or below the norm. This information makes it possible to analyze parish resource use, the flow of resources both within the parish and between parishes, and aids greatly in resource allocation. (This latter is aided because for the first time one parish can compare itself to other parishes.) The Variance Index (12) makes use of the Z-value and the standard deviation to develop an "average range" of parishes (± one standard deviation). Therefore, parishes which are using resources in such a manner as to be beyond the middle 68/ are identified, and the "mis-used resource" located. The final index (14) is the result of weilhtin the various resources with the Beta coefficient (by means of a stepwise multiple regression computer formula). This produces a single composite number termed the Educational Situation Index.The use of scatter charts makes it possible to obtain visual pictures of the entire diocese for each resource, or for all resources in a single parish. (The basic scatter charts are developed by a Calcomp plotter.)These computer print-outs are meant to be tools to aid the volunteer members of the many parish committees on education, and the area and diocesan boards of education. The study explains the development and the use of these managerial tools which are developed for broad level use.

The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-11T17:22:22Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) / Made available in DSpace on 2017-04-11T17:22:22Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) Previous issue date: 2012-08-29 / O presente estudo tem como objeto de investigação as políticas de formação continuada para gestores escolares. Busca analisar se essas políticas estão preparando o gestor para utilizar os mecanismos de democratização da gestão, de forma que sua ação efetivamente esteja voltada numa perspectiva da consolidação da gestão democrática. Trata-se de uma pesquisa de abordagem qualitativa, que tomou como campo de estudo as escolas da rede pública estadual localizadas no município de Igarassu-PE e utilizou como instrumento de coleta de dados a entrevista semi-estruturada, aplicada a gestores escolares e os gestores adjuntos das escolas selecionadas. Utiliza como referencial teórico-metodológico a Análise de Conteúdo. Inicialmente tratamos sobre as políticas educacionais no Brasil a partir do governo Lula onde buscamos entender melhor como são efetivadas essas políticas no tocante às rupturas e permanências das propostas estabelecidas enquanto política pública educacional. Destacamos o conceito de participação e elucidamos os programas em destaque nesse estudo quais sejam o PROGESTÃO e o Programa Escola de Gestores da Educação Básica. Para aprofundarmos nosso propósito destacamos as contribuições de Adelino Costa (1998), referentes às imagens organizacionais da escola, onde enfatizamos a escola enquanto imagem organizacional democrática, apontando a possibilidade da formação de gestores na perspectiva da comunidade educativa. Os resultados apontam que a formação continuada de gestores escolares através dos programas destacados nesse estudo atende parcialmente a real necessidade para a promoção da organização escolar democrática. Outro ponto destacado é a necessidade desses programas serem pensados para a equipe gestora, não apenas para o gestor escola. Por fim apontamos uma forma alternativa para organização e promoção da gestão democrática da escola pautada numa perspectiva da organização escolar a partir da concepção da escola como uma comunidade educativa que, sugerimos, contribua com os processos de formação. / The present study aims investigating the policies of continued education for school managers. It also attempts to analyze whether those policies are preparing the school managers so they can use the administration mechanisms of democratization in order that their actions are effectively turned into a perspective of consolidation of the democratic management. This is a research of qualitative approach which has the public schools from the city of Igarassu-PE as its field of studies and it also used semi-structured interviews applied to school managers and deputy managers as its tool for data collection. This paper has gotten the Content Analysis as its method and theory frames of references. Firstly, we discuss the education policies in Brazil from Lula tenure where we aim better comprehending whether how those policies are executed regarding the ruptures and permanence of the established proposals as an education public policy. We highlight the concept of participation and elucidate the programmes that are mentioned in this study which are the PROGESTÃO and the Programa Escola de Gestores da Educação Básica. In order to deepen our purpose we highlight Adelino Costa’s (1998) contributions which stand for the school organizational images, emphasizing the school as a democratic organizational image while we point out the possibility of education for school managers within the perspective of educational community. The results indicate that the continued education for school managers through those prior highlighted programmes only partially fulfil the real need for the promotion of the democratic school organization. Yet another aspect to be mention is that these programmes lack being addressed to the management team, instead of only to the school manager. Finally we point out an alternate way to organize and promote the school democratic management guided through a perspective that aims the school organization from the conception that understands the school as an educational community which, as we suggest, contributes to the formation processes.