Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.

D.Ed. / On surveying education in South Africa, it becomes clear that there is a vast and pervasive effort to reform schools. Criticism from several quarters regarding the lack of effective managerial skills of principals including empowering communication indicates the importance of research into the communicative competencies of educational managers. The development of training programmes in effective communication skills for principals is thus imperative. A group of M.Ed. students from the Rand Afrikaans University that investigated communicative competence discovered that three areas played an important role in the process of managerial communication (Phillips, 1996:100). The three areas that were exposed and needed further investigation were: Democratic managerial communication; Empowering managerial communication; Collegial managerial communication. This researcher will be concentrating on empowering communication as an aspect of managerial communication in the training and development of principals. Taking cognizance of the above, the research problem can be encapsulated by means of the following questions: Which aspects of managerial communication are essential for the training and development of effective principals? What are the essential aspects of empowering managerial communication? What is the perception of principals and educators regarding empowering managerial communication in the training and development of principals? Which aspects of empowering managerial communication are fundamental in a training program for principals? In the light of the problem questions formulated above, it is important to formulate the aims and objectives for this research.

This study assessed the status of staff development programs for the identification, assessment, and/or training of prospective principals in the public school districts in Virginia. All superintendents were surveyed to determine if they had programs in effect for the identification, assessment, and/or development of leadership for prospective principals. One-hundred and fifteen superintendents responded to the survey. Ninety-two of them indicated that they did not have programs; twenty-three did. Data from the superintendents with programs revealed a diversity of designs. This suggests that there has not been an acceptance of any one established practice for the preparation/training of prospective principals. Rather, the designs have been adapted to suit the unique circumstances of each school district. The exceptions to this were found in the systematic assessment procedures utilized by the majority of the county and city public school districts. These school districts implemented the National Association of Secondary School Principals' Assessment Center for that purpose. Data further disclosed that superintendents with programs intact agreed that they were a viable means of preparing individuals for the principalship and were successful. Despite this, they were split on the issue of whether or not the programs should be a requirement for individuals aspiring to the principalship. They agreed that school districts should be responsible for providing formal preservice programs for prospective principals and suggested that the programs be intense and in-depth experiences relevant to the everyday work situation of the principal. / Ed. D. / incomplete_metadata

The resurgence of public concern about the effectiveness of schools has brought with it a renewed appreciation of the importance of the principal in the educational process. Most preparation programs for school administrators now require some type of internship or field experience. The purpose of this study was to gain a better understanding about mentor-protege relationships and the personal and contextual factors affecting those relationships in a regional program for the preparation of principals. Mentor-protege relationships were examined through the collection and analysis of demographic data, scores on a semantic differential, scores used to measure compatibility of personality traits (FIRO-B), and in-depth interviews. The personal and professional questionnaire and semantic differential were both developed by Martha Cobble. Data for four of the six dyads in this study were collected but not analyzed by Cobble in her exploratory study describing mentor-protege relationships in a regional program for the preparation of principals. The findings of this study indicated that mentors were important to the career development of proteges in educational settings. Close personal and professional relationships developed between mentors and proteges, and both populations stressed professional aspects of their relationships over social aspects. The mentors' ability to plan meaningful activities and experiences based on their administrative experience was more important to the development of the relationships than were demographic factors such as age and gender. This study should extend the generalizability of Cobble's work and be of interest to mentors, proteges, and others wanting to learn more about mentoring in educational administration. / Ph. D.

The purpose of this study was to learn about mentoring relationships in a principal preparation program, the contexts in which they developed, and the influence of personality traits on relationships. Relationships between four pairs of mentors and proteges were described using data collected with a questionnaire, a semantic differential, the FIRO-B (Fundamental Interpersonal Relations Orientation), and in-depth interviews. Analyses of data identified variables associated with mentor-protege relationships and their influence on relationships. The variables that played a role in the formation of relationships were age, gender, experience, proximity, school division support, program design, time, and family support. The semantic differential proved to be an indicator of relationships while FIRO-B was inconclusive. This study should be beneficial to mentors, proteges, and others interested in learning more about mentoring relationships in educational administration. / Ed. D.

In 1987 the Educational Administration Program Area at Virginia Tech began the process of change in its masters program for principal certification. This study examined the variables involved with that planned program change. The researcher used the historical method of research. Three variables of the Probability of Adoption of Change (PAC) model (Creamer & Creamer, 1986)--circumstances, leadership, and strategies--were used as organizational tools. The primary sources of data were interviews, letters, state and university documents, and documents on computer disks. First, the internal and external circumstances that occurred before, during, and after the change process began are examined. Second, the leaders are identified and their roles are explained in the planned program change. Third, the leaders' strategies are examined. Fourth, an epilogue looks at the program after implementation. The researcher found that all three variables played significant roles in the change process. For example, the circumstances directly linked to Virginia Tech caused substantive discussions between faculty concerning the state of principal preparation. Second, two faculty members were willing to be the changemasters and do the work necessary to develop a new program for principal preparation. Third, the leaders understood their strengths, and purposefully developed their strategies around them. The research contributes to the genera) field of knowledge in planned program change from theory to practice. The study has archival relevance for the educational administration program area faculty at Virginia Tech and provides information for students of educational administration. / Ed. D.

published_or_final_version / Education / Master / Master of Education

Thesis (MPhil)--Stellenbosch University, 2012. / Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.

D.Ed. / The Republic of South Africa has had a democratic Constitution since 1996 (RSA, 1996 (a)). All other laws must be in accordance with the Constitution since it is the highest law in the country. Important values in which South Africa as a democratic state is based are contained in the Constitution. These values and principles, which take into account democratic school governance, include: Human dignity, the achievement of equality and the advancement of human rights and freedom. Non-racialism and non-sexism.The rule of law applies, in other words, the Constitution and other laws as enforced by the Courts have higher authority than Parliament or the Government. All adults must be able to vote and there must be regular elections, a multi-party system of democratic government, accountability and openness (Potgieter, Visser, Van der Bank, Mothata & Squelch, 1997:5). The Constitution takes cognisance of the fact that all South African citizens have the right to basic education (RSA, 1996a:14). The Constitution also requires that school education must be transformed and democratised so that the aforementioned four values and principles are enshrined in the democratisation of education. The installation of a democratically elected Government has transformedy of the fundamental policies in respect of education. Over time this policy changes must have effects at the level of practice and effect every institution and individual involved in the education system. These developments will have a profound effect on the formal education system at every level and must consequently impact on the structure and forms of management in the evolution of a democratic system.A serious challenge lies ahead for the management and administration of the education system of the future. Educationists at every level of the management process must therefore understand the underlying values and principles which are set out in the policy perspectives of government. By the end of 1997, all schools should have implemented school-based decision-making. Local school governing bodies would be responsible for the way in which the schools are being managed and controlled. The fundamental challenge to all those in education, and especially those at school level, is the ability to organise schools so that the potential for the development of a culture of learning and teaching (COLTS) is reintroduced (Godden, Buckland, Coombe, Dladla, Madisha, Mahanjana, Thurlow, Ngcongo & McLennan: 1996:19). The real challenge that schools face is that of change in order to meet the needs of a new developing demoCracy and how schools should be managed. Changing management to manage change is the essential challenge to bring about democratic education. However, it is always easier to design policies than to implement them and to date the changes have been laboriously slow.

A study was made to determine the views of elementary principals regarding criteria for a quality kindergarten program and to plan a staff development program based upon the data collected. The study was limited to elementary principals in the eight Texas counties of Education Service Center Region 10 with kindergartens on their campuses during the 1973-1974 school year. Principals who had kindergartens on their campuses before the 1973-1974 school year did not perform better on the questionnaire than the principals with kindergartens for the first time during the 1973-1974 school year. Comparisons of individual and composite item scores showed similar responses from both groups, the only exception being on an item pertaining to the appropriateness of wheeled toys on the elementary playground. There was a difference of approximately 15 percent in favor of the more experienced group. Principals who had completed early childhood education courses scored slightly higher than principals who had not completed such courses. An increase in the number of semester hours completed did not appear to improve performance on the questionnaire.