M.Ed. / Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.

D.Ed. / The re-admission of the Republic of South Africa to the global arena does not only imply that the education system be effectively managed and governed but also that the potential of all stakeholders in education be optimized. The rationale for performance is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient educational community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimization of potential in order to unfold individual potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizen at large. Similarly, the optimization of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high and productive education system. In chapter two, one of the most important aspects discussed is providing a broader knowledge on how human potential should be optimized and performance be managed in education institution. In the light of optimization of potential, various activities that make up human resource management and development process were discussed sequentially in this chapter. The components were interrelated and integrated So that they should not be seen as fragmented unrelated elements. For example, the beehive model of organizational development present seven workplace practices as a strategy in educational institutions to develop educators and managers to their institutional competitiveness. in addition, it was indicated that educational managers should incorporate new ways of working into every facet of their operation in order to excel in the implementation of planning and processes, and continuously evaluate resistance to change and awareness of the consequences of non- delivery, through these workplace strategies, educational managers may be in the position to synchronise all the resources for maximum work performance.

M.Ed. / Please refer to full text to view abstract

The problem of this study consisted of three divisions: First, to determine the status of personnel policies in their elementary school districts in Stanislaus County having a full-time administrator but with less than 900 average daily attendance. Second, to determine how these districts have developed personnel policies. Third, to apply the results of this study in the development of personnel policy in the Hughson Union School District.

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No description available.

published_or_final_version / Education / Master / Master of Education

The desire to make the study reported in this paper came from four recent developments in the area of human relations as they apply to educational leadership. First, the writer was asked to participate in the Annual Supervisors Conference held in Gainesville in January 1953, in which he was a member of the group working cooperatively with the Florida Committee of Southern States Work Conference studying supervision. Originally, the statement of purpose was "How Principals and Supervisors can work together for more effective instructional leadership." Second, at the 1953 study conference of the Association for Childhood Education International held in Denver there were fourteen separate groups devoted to the study of "Human Relations in the Education of the Child." Third, a survey of the educational periodicals for the nine years just past shows a pronounced increase in the recognition that human relations is a major concern of schools today. Fourth, there has been an increasing awareness on the part of the writer that herein lies the solution to many of the misunderstandings and conflicting philosophies that are barriers to the progress in education. The limitations of this paper are: first, that it will emphasize human relations in principal-staff relationships and mention other phases of the school program only as they relate directly to the major emphasis; second, that it is a study of the literature only, together with an analysis of the writer's personal experience as a teacher and principal. However, it is hoped that the principles presented will be applicable to all relations with individuals in similar situations. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 52-54).

The Zone of Tolerance is a concept which describes the latitude of control that a community gives to its professional educators. Current research which attempts to delineate this zone indicates that community control of a district will vary, but is predictable when variables are arranged to meet certain criteria. Specifically, William Boyd (1976) concluded in a summary of the research that in large heterogeneous urban districts professional interests will dominate in routine internal issues such as personnel. This study used multiple qualitative methods to examine Boyd's contention by analyzing the hiring of successful principal candidates in a large heterogeneous school district. Interviews were conducted with principals selected by questionnaires and hired in the district during the period of time from 1975 to 1985. Corresponding data about school district events for the period were also collected from newspapers and other public archives. In addition, principals' perceptions of legitimacy affected by changes in influence on the hiring process were gathered. Data were then reduced, categorized and analyzed on the basis of shifting patterns of community and professional dominance. Results indicated that an increase in minority rights issues and the community's changing demographics shifted control of the hiring process from the school professionals to a newly elected school board more representative of community interests. Principals' perceptions of legitimacy affected by the changing patterns of dominance were varied and inconclusive, however the shift in control over personnel decisions regarding the hiring of principals was conclusive and contradicted Boyd's contention.

M.Ed. (Educational Management) / Please refer to full text to view abstract