Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains x, 217 pages. Includes vitae. Bibliography: p. 159-170.

Thesis (Ed. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 114-119).

Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Includes vitae. Document formatted into pages: contains ix, 146 pages. Bibliography: p. 122-134.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 202-209). Also available via the Internet.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 102-109). Also available via the Internet.

Thesis (Ed.D.)--Boston University

M.Ed. / The school should guide pupils in such a way that, in time, they came to understand the meaningfullness of attending school. The activities offered by the school should be positively experienced by the pupils for this greatly adds to the contentment of children. This study has a dual purpose: * an examination of situations which are meaningfully experienced by pupils, * the laying down of guidelines for the creation of such situations. A literature study was especially employed as method for obtaining information. An empirical study, limited in extent, was also undertaken. This included five questions asked of forty nine pupils to ascertain their experiences and expectancies surrounding the school. It can be stated as an educational requirement that the attending of school should promise to be a meaningful experience to all pupils. This demand necessitates deep understanding of the child and his particular expectancy of the school. The principal, as executive of the school, has the responsibility of creating a living space at school within which each pupil can attain optimum development. To succeed in this, the principal depends on his own abilities and talents, as well as on the teachers, parents and pupils. Each school has its own particular character. As a school climate, school spirit and school traditions develop at a school, so each school's own particular culture evolves. The principal plays a prominent role in the creation of a school's particular culture. His initiative, guidance and creative powers can result in the creation of a meaningful school culture which will create a longing for the school long after pupils have left it. The principal should organise activities in all areas of the school in such a way that, by their contribution, the participants are afforded the opportunity of optimum development. There are schools where such an enrichment program results in tremendous joy for the pupils. To achieve this, one requires creative thoughts and one must be prepared to accept the challenge of establishing something special for all pupils.

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

The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.