Bibliography: pages 76-82. / The election of a new South African government in April 1994 has marked the onset of major changes in the education system. These changes will be most universally felt in their effects on schools. Thus school principals will become the fulcrum around which change takes place, receiving policy directives from the authorities and being responsible for their propagation and implementation in the schools. In such a situation, the whole question of the training, both pre-service and in-service, that is provided for school principals to equip them for their job becomes crucial. This study identifies a selection of in-service courses available to school principals in the Cape Town metropolitan area and compares the content of these courses with a list of the tasks and skills required of principals in the 1990's identified from a survey of the international literature. The aim is to determine the extent to which these courses are dealing with the tasks and skills. The literature survey also identifies a list of characteristics appropriate to effective in-service courses against which the Cape Town courses are compared. As an adjunct to the study, the opinions of a group of school principals were canvassed via a questionnaire. This questionnaire attempted to establish what management training these principals had received and also in which areas they desired training or further training. In the final section of the study, policy recommendations relating to management training for school principals are made. The study concludes that, whilst there are a number of courses on offer for school principals in the study area, management training for school principals does not appear to have been a priority in the past, there is very little co-ordination between the courses, and there are a number of important areas that are addressed by few, if any, of them. Amongst its recommendations, therefore, is the establishment of a research institute to co-ordinate in-service training for school principals and thus provide a more effective basis from which they can carry out their important role in the future.

Although the assistant principalship has been an important part of American secondary schools for over thirty years, the educational establishment has yet to arrive at a formal definition of the assistant principal's role in that institution. Researchers have tended to find the assistant in a role defined by procedures. At the same time, they have called for a new definition of the assistant based on policy-making activities. This outcome has had several important consequences, not the least of which has been failure to provide formal guidelines for training assistants in their role and preparing them for future administrative assignments. This study has investigated the relationship between fourteen areas of responsibility connected with secondary school administration and the role of the assistant principal in meeting these responsibilities. Unlike previous studies, it has emphasized, not the areas themselves, but the perceptions of principals and assistants who rated the value of each area as a training ground for the principalship. By classifying the areas perceived to be most valuable for training, the study contributes to the emerging definition of the assistant principalship. Also, by explaining the relationship between the administrators' backgrounds and their influence on the ratings given, this study has attempted to account for the factors that affected the respondents' perceptions. The study was organized around three research questions: (1) Do principals and assistant principals differ in the extent to which they perceive the assistant principalship as an adequate training ground for the principalship? (2) What factors affect the perceptions of assistant principals? (3) What factors influence the perceptions of principals? In order to address these questions, secondary school administrators who were members of the Confederation of Oregon School Administrators (COSA) were surveyed. They rated fourteen areas of responsibility for their training value and for the extent to which assignments to the areas were made on the basis of gender stereotyping. In addition, the areas to which the respondents were currently assigned were reported. The respondents also supplied background information concerning the years of experience in their current position and size of the administrative staff of which they were a part. Of the 454 members surveyed, 373 returned completed questionnaires, yielding a response rate of 71%. Assistant principals comprised 57% of the sample, while principals comprised 43%. Females comprised 16% of the sample and males 84%. Major findings suggest that while principals and assistants differed in the amount of value they awarded each area of responsibility they consistently identified the same areas as valuable. Assistants' perceptions were found to be influenced by staff size and gender. Principals' perceptions were related to their length of tenure as assistant principals, how long they had been principals, number of assistant principals they supervised, and gender. These findings have implications for the future definition of the assistant principalship and improved training for assistants because they showed that principals believed in the value of the assistant principalship as a training ground. Thus, they also suggested the feasibility of combining the leadership of the principal and the concept of teamwork in both the definition and training of Assistant.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 217-231.

The purpose of the study was to investigate what crucial tasks are performed by secondary school principals. Crucial tasks were identified as those validated by the practicing principals as being necessary for an effective principal to perform the job well. First the crucial tasks were identified and then validated by practicing principals. Once the crucial tasks had been validated by practicing principals as relevant to the effective job performance of a secondary school principal, a sampling of principals who had graduated from Ball State University principal preparation program between 1972-1982 were surveyed to determine if they performed the crucial tasks and where they learned how to perform the tasks. Finally the identified tasks were correlated with the curricular offerings of the Department of Educational Administration and Supervision, Teachers College, Ball State University in order to evaluate the current principals' preparation program.The sample of 65 principals surveyed to validate tasks performed by effective principals were randomly selected from practicing secondary (9-12) principals. The sample was stratified so 50 principals were Ball State University graduates and 15 principals were non Ball State graduates. The second sample of 20 principals were surveyed to determine which of the effective tasks were performed by principals, frequency of performance, consequence of inadequate performance and place tasks were learned. The 20 principals were those principals from the first sampling who had graduated from Ball State University's principals preparation program between 1972-1982.The instruments used for the surveys were developed by the author. The original tasks for Questionnaire I were generated from nine categories established from the national research study published by the National Association of Secondary School Principals Association in 1978. A purge committee of five practicing principals provided input to the appropriateness of the tasks for Questionnaire I before it was sent. The second survey, using Lickert scales, was designed to obtain information from Ball State graduate principals. The third survey was sent to the professors of the EDAD program to identify which of the 64 tasks identified as performed by effective principals were taught in the six courses required by the university for an Indiana principals' licensure. Professors were interviewed to further identify curricular content of the required courses.Nine research questions were generated for the study. Each question pertained to a specific phase of the evaluation of the Ball State University's principals' preparation program. Data was collected and reported for all nine questions. The data was presented using descriptive statistics. Raw scores were used to determine central tendencies, degree of variability, relative standings and/or correlation of the available data.Of the 64 tasks identified as performed by effective principals, 61 of the tasks were performed by Ball State graduates. A definite disparity existed between where principals perceived learning tasks and where professors perceived teaching the tasks. The principals perceived the Ball State principals' program addressing 44 out of the 64 identified tasks. Of the 64 tasks performed, the principals identified learning 16 of 64 from the university principals preparation program, 28 from university program and on the job, and 20 from only on the job.The current Ball State University, Teachers College, Department of Educational Administration and Supervision, principals' preparation program addresses the majority of tasks validated as performed by effective principals, but the faculty should review the validated tasks, group them into appropriate courses, and then develop the curriculum of each course so that the courses, combined, address the tasks in sufficient depth to adequately prepare the principals to perform them.

"After careful reading of the Minutes of the Department of Elementary-School Principals of the Florida Education Association and other available material, the writer will identify five areas which have been of major concern to the members of the organization for the elementary-school principals of Florida. The development of these areas will be traced and comments of the writer will be substantiated by direct quotations from the Minutes of the organization. The writer realizes that the material at hand is limited and a more thorough study could be made if time permitted interviews and the soliciting of material. From this study conclusions will be drawn that will point the way for future projects of the Department of Elementary-School Principals of the Florida Education Association. Recommendations will be made for future use of this material"--Introduction. / "August, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. J. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 31).

The purpose of this study was to determine the characteristics of effective internships in principal preparation programs. A three-round modified policy Delphi was used. The panel consisted of interns, mentors, and university facilitators from 18 of the 22 Danforth Foundation-funded principal preparation programs. Characteristics of internships were divided into two categories: procedural and experiential. Procedural characteristics were defined as the process and management characteristics of the internship. The procedural characteristics were subdivided into selection, planning, placement, support, and evaluation. Experiential characteristics were defined as the experiences the intern had once placed with the supervising administrator. The experiential characteristics were subdivided into school climate; instructional management; research, evaluation, and planning; resources; staff development; staff evaluation; and community support. From the data base for Round 1, 132 items were selected for subsequent rounds. Panel members were asked to rate the importance of each item on a five-point scale. Items with a mean of 3.75 or greater were considered a characteristic of an effective internship in a principal preparation program. At the completion of Round 3, 114 out of 132 items met this criterion. Consensus by interns, mentors, and university facilitators was reached on 116 out of 132 items. Consensus was defined as no statistically significant difference among the ratings of the three groups. The major conclusions drawn from the study were (a) there are a number of different ways that an internship may be implemented in a principal preparation program, (b) the intern should not have full-time teaching (or other job) responsibilities while completing the internship, and (c) educators are somewhat parochial when it comes to recognizing the benefit of experience outside of education. It was recommended that the characteristics identified in the study be reviewed by those who develop internships in principal preparation programs and that the procedural and experiential characteristics that fit the context of the program be considered for implementation. / Ed. D.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to identify principal staff development needs as perceived by principals and superintendents in select Indiana school districts. Need ratings were analyzed by comparing superintendent and principal rating in eight categories of potential needs; "Instructional Leadership and Curriculum," "Community and Public Relations," "Personal Awareness," "School Management," "Personnel Management," "Student Rapport," "Principalship," and "Administrative Organization and Planning." The potential influence of five demographic variables: "Size of School District," "Levels of Graduate Education," "Grade Levels of Assignment," "Membership in Professional Organizations," and "Years' Experiences in School Administration," on principal ratings was also examined. Data were collected from30 superintendents and 181 principals employed in the 30 randomly selected school districts. Data were collected via a survey containing 76 items divided into eight categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, demographic variables incorporated in this study appeared to have little effect on principal ratings. There were three exceptions: (a) level of assignment (type of school) was found to be significant for ratings in the category of "Community and Public Relations," (b) level of assignment (type of school) was found to be significant for ratings in the category of "School Management," and (c) level of memberships in professional organizations was found to be significant for ratings in the category of "School Management."Findings in this study suggested that there was much common ground in principal ratings of their own staff development needs and the ratings provided by superintendents. Hence, the potential for planning programs that address both organizational and personal needs appeared to be high. Additionally, outcomes suggested that practitioner perceptions of principal staff development needs are not affected to any great extent by demographic variables. Additional research examining why principal needs are often ignored in staff development programs was recommended. / Department of Educational Leadership

published_or_final_version / abstract / Education / Master / Master of Education

在全球教育改革此起彼伏的今天，竞争型国家都力求通过教育领先战略以提升国家的竞争力。因此为校长及学校领导提供专业支持，提供有质量的培训与发展项目以确保教育竞争力是各国近期教育政策执行链中重要的一环。各国出台了很多政策与措施来确保学校领导培训与发展项目质量的持续改进。然而，值得注意的是所有政策措施的影响都是通过关键持份者在培训过程中的互动建构而实现的。迄今为止，学校领导培训项目中关键持份者的过程建构仍是一个黑匣子。 / 本研究采用质性研究方法，以中国五个校长培训机构的高级研修培训为个案，探究中国大陆校长培训的过程建构。本研究揭示了培训机构的管理者/专职人员、培训者与参训校长在培训前、培训中及培训后的行为表现与互动特点。在此基础上，研究者进一步分析了他们对校长学习、参训校长与专家的关系、校长培训的认识及这种认识对他们互动建构过程的影响。最后在国家、市场和高校的情境架构中，深入探讨培训机构与国家、高校和市场的关系如何形塑他们对培训的认识。通过上述三个层次的递进与拓展分析与追问，本研究揭示了中国大陆校长培训过程建构的黑盒子，提供了清晰的理解视角。 / 本研究发现，首先国家、市场、高校是影响校长培训发展的三股外在制度力量。国家从管制、提供和资助三方面影响校长培训的需求和供应。市场被当做国家提升培训质量的工具，在国家的管制下，在实践中发挥着有限的影响。高校则通过校内的部门定位与人员配备影响培训的核心建构过程。国家、市场、高校之间的张力，形塑了关键持份者对校长学习、参训校长与专家的关系和校长培训的认识。目前这种认识以技术控制旨趣为主导，实践中逐渐开始浮现理解实践的旨趣。 / 其次，在培训过程建构中，管理者/专职人员看似占据主导地位，但在实际的互动中，其与培训者并不存在管理关系，对培训者所讲内容与教学方式的可控性弱。他们能够强制要求参训校长扮演好“学员的角色，但是他们并不能控制参训校长在培训过程中的参与度。 / 最后，培训中的校长学习主要以授受的方式进行。由于参训校长准备不足、缺乏培训相关性与共同性的协商，在一定程度上呈现出专家主导的特点。在培训结束之后，部分参训校长能利用培训结识各方人员的机会决定是否继续联系管理者/专职人员与培训者。 / 本研究通过质性的实证个案研究，增进了对在职学校领导发展与培训的理解，在国家、市场和高校的架构中，深化对中国目前普遍的以高校为本的校长培训的理解，弥补了中国大陆现有校长培训与发展研究的不足，同时具有研究方法的意义和研究视角的价值。 / Education has been prioritized by competition states to imporve national competitiveness in the global trend of educational reform. Providing professional support and high quality leader training programs for school principals are therefore critical to implementing the ambitious and desirable educational reforms. Various educational policies and measures applied in some countries to ensure the quality and continous improvement of school principal development programs. However, the policies and measures can only matter through the stakeholder’s interative construction process of the training programs. How various stakeholders construct the training process is still a blackbox until now. / This research is qualitative in nature, exploring the construction of principal training process in Mainland China with five training institutions as cases. It presents what administrator/ full-time staff, trainer and principal trainee do before, during and after principal training program, and how they interact with each other. Then, the research analyzes how the stakeholders perceive principal learning, the relationship between principal trainee and trainer, and principal training as well. This research also explores how their understandings influence the interactive construction process. Finally the above mentioned actions, perceptions and interactions are integrated into a larger institutional context in which state, market and higher education institution have shaped the construction of principal training process and ultimately impact on the development of principal training. / This resesearch first finds that the state, market and higher education institutions are the three external institutional forces shaping the context for process construction of principal training in Mainland China. The sttate influences the supply and demand of principal training through regulation, provision and funding. Market as an extended policy instrument from the state to improve program quality, and exerts limited impact under the regualtion of the state. Higher education institutions influence core process construction through department function orientation and staffing. The tension among state, market and higher education institution shapes stakeholders’ perceptions of principal learning, relationship betweeen principal trainee and trainer, principal training as well, which are dominated by technical-control interest while the interest of understanding practice is emerging gradually. In the process construction, administrator and full-time faculty appear dominating the process, but they have little control over part-time trainers either in content or in pedagogy. At the same time, they can contrive the principal trainee to play out the role of trainee, but they can not force their engagement. Principal learning in training is constructed as ‘give and receive’ between the trainer and the principal trainee. In fact, the whole process is dominated by the trainer as a result of unreadiness of the principal trainee, lacking of relevance and negotiation of mutuality. After the principal training, some principals would further use the connections by their own needs. / This research is the first empirical qualitative study focusing on the process construction of school principal training in China. It contributes to the understanding of in-service school leader training and development for school leadership in the university-based training system and fills the gaps of existing principals of training and development research in the Mainland China. This research has its value in research methods attempted and perspectives applied in this kind of studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 郑玉莲. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 203-217). / Abstracts in Chinese and English. / Zheng Yulian. / 摘 要 --- p.1 / Abstract --- p.3 / 致 谢 --- p.5 / 目 录 --- p.8 / 图目录 --- p.14 / 表目录 --- p.15 / Chapter 第一章 --- 导论 --- p.16 / Chapter 第一节 --- 研究背景 --- p.17 / Chapter 一、 --- 西方学校领导培训与发展的变革 --- p.17 / Chapter 二、 --- 中国大陆校长培训的实践脉络 --- p.20 / Chapter 第二节 --- 研究问题 --- p.23 / Chapter 第三节 --- 研究意义 --- p.25 / Chapter 第二章 --- 文献综述 --- p.28 / Chapter 第一节 --- 学校情境下的教育领导理论的发展 --- p.28 / Chapter 一、 --- 领导理论发展述评 --- p.29 / Chapter 二、 --- 教育领导理论流派 --- p.30 / Chapter 三、 --- 结语 --- p.38 / Chapter 第二节 --- 从领导者培训到领导力发展：校长培训理论视角的转型 --- p.40 / Chapter 一、 --- 从领导者到领导力 --- p.40 / Chapter 二、 --- 从培训到发展 --- p.44 / Chapter 三、 --- 结语 --- p.57 / Chapter 第三节 --- 学校领导培训与发展实施与研究 --- p.60 / Chapter 一、 --- 学校领导储训项目 --- p.60 / Chapter 二、 --- 入职与在职培训项目 --- p.61 / Chapter 三、 --- 结语 --- p.62 / Chapter 第四节 --- 学校领导培训与发展治理架构的调整 --- p.62 / Chapter 一、 --- 学校领导培训与发展的治理分析架构 --- p.63 / Chapter 二、 --- 国家、大学、市场与学校领导培训与发展 --- p.65 / Chapter 三、 --- 结语 --- p.66 / Chapter 第五节 --- 中国大陆校长培训研究进展 --- p.67 / Chapter 一、 --- 中国大陆校长培训研究全景扫描 --- p.67 / Chapter （一） --- 期刊文章 --- p.67 / Chapter （二） --- 硕博论文 --- p.71 / Chapter 二、 --- 中国大陆校长培训研究评述 --- p.72 / Chapter 第三章 --- 研究设计 --- p.75 / Chapter 第一节 --- 研究者的认识旨趣与质性研究取向 --- p.75 / Chapter 一、 --- 质性的研究取向 --- p.75 / Chapter 二、 --- 研究者认识旨趣的澄清 --- p.76 / Chapter 三、 --- 研究范畴界定 --- p.76 / Chapter 第二节 --- 个案研究设计 --- p.76 / Chapter 第三节 --- 个案选择与资料搜集 --- p.77 / Chapter 一、 --- 培训机构的选取 --- p.77 / Chapter 二、 --- 资料搜集 --- p.79 / Chapter 三、 --- 资料编码与分析 --- p.81 / Chapter 第四节 --- 研究的可靠性与伦理考量 --- p.82 / Chapter 一、 --- 研究可靠性 --- p.82 / Chapter 二、 --- 研究的伦理考量 --- p.83 / Chapter 第五节 --- 研究阶段 --- p.84 / Chapter 第四章 --- 中国大陆校长培训的本土情境与案例机构简析 --- p.85 / Chapter 第一节 --- 中国大陆校长培训的历史发展：政策分析的视角 --- p.85 / Chapter 一、 --- 中国大陆校长培训发展阶段 --- p.86 / Chapter 二、 --- 中国大陆校长培训政策的延续与变革 --- p.90 / Chapter 第二节 --- 中国大陆校长培训系统 --- p.96 / Chapter 一、 --- 中国大陆校长培训的管理体系 --- p.96 / Chapter 二、 --- 中国大陆校长培训的层级 --- p.97 / Chapter 三、 --- 中国大陆校长培训承担机构的类型 --- p.98 / Chapter 四、 --- 高校为本的校长培训机构 --- p.99 / Chapter 第三节 --- 案例机构简析 --- p.100 / Chapter 一、 --- 培训机构的分析架构 --- p.100 / Chapter 二、 --- 案例机构背景分析 --- p.101 / Chapter 第五章 --- 中国大陆校长培训过程建构的全景扫描 --- p.106 / Chapter 第一节 --- 培训前的管理者/专职人员独角戏 --- p.106 / Chapter 一、 --- 培训前的准备 --- p.106 / Chapter 二、 --- 培训前的动态互动关系分析 --- p.112 / Chapter 第二节 --- 培训过程中的校长学习 --- p.114 / Chapter 一、 --- 校长培训的时空架构 --- p.115 / Chapter 二、 --- 校长学习的核心活动 --- p.116 / Chapter 三、 --- 校长学习的边缘活动 --- p.123 / Chapter 四、 --- 培训过程中动态互动关系分析 --- p.126 / Chapter 第三节 --- 培训后的非正式交汇 --- p.128 / Chapter 一、 --- 培训后的不同关注点 --- p.128 / Chapter 二、 --- 培训后的动态互动关系分析 --- p.130 / Chapter 第四节 --- 结语 --- p.131 / Chapter 第六章 --- 对校长培训的认识与培训过程建构 --- p.138 / Chapter 第一节 --- 对校长学习的理解与认识 --- p.138 / Chapter 一、 --- 校长为什么要学 --- p.138 / Chapter 二、 --- 校长学什么 --- p.142 / Chapter 三、 --- 校长怎么学 --- p.144 / Chapter 第二节 --- 对参训校长-专家关系的认识 --- p.145 / Chapter 一、 --- 传统的“参训校长-专家关系的认识 --- p.145 / Chapter 二、 --- 新型“参训校长-专家关系认识的浮现 --- p.146 / Chapter 第三节 --- 对校长培训的认识 --- p.148 / Chapter 一、 --- 将校长培训视为一种任务和待遇 --- p.148 / Chapter 二、 --- 将校长培训视为一种教学平台 --- p.151 / Chapter 三、 --- 将校长培训视为超级市场或信息中心 --- p.152 / Chapter 四、 --- 将校长培训视为学习社群 --- p.153 / Chapter 第四节 --- 结语 --- p.154 / Chapter 一、 --- 技术控制旨趣下的认识及其对校长培训过程建构的影响 --- p.154 / Chapter 二、 --- 理解实践旨趣的认识及其对培训过程建构的影响 --- p.155 / Chapter 三、 --- 解放旨趣的认识及其对培训过程建构的影响 --- p.156 / Chapter 第七章 --- 国家、市场、高校角力下的校长培训 --- p.157 / Chapter 第一节 --- 国家对校长培训的影响 --- p.157 / Chapter 一、 --- 国家对校长培训的管制 --- p.157 / Chapter 二、 --- 国家对校长培训的资助 --- p.159 / Chapter 三、 --- 国家对校长培训的提供 --- p.160 / Chapter 第二节 --- 逐渐兴起的培训市场 --- p.160 / Chapter 一、 --- 校长培训市场的供需方 --- p.161 / Chapter 二、 --- 校长培训市场的交换媒介 --- p.164 / Chapter 第三节 --- 高校对培训过程建构的影响 --- p.166 / Chapter 一、 --- 高校类型及其生存环境的变革 --- p.167 / Chapter 二、 --- 培训机构部门设置与功能定位 --- p.167 / Chapter 三、 --- 培训师资队伍的构成 --- p.172 / Chapter 第四节 --- 国家、市场、高校角力下培训机构能力建设的策略 --- p.176 / Chapter 一、 --- 理解校长培训机构能力建设的分析架构 --- p.176 / Chapter 二、 --- 不同类型培训机构能力建设策略分析 --- p.178 / Chapter 三、 --- 培训机构能力建设的思考 --- p.185 / Chapter 第八章 --- 结论与反思 --- p.187 / Chapter 第一节 --- 研究发现 --- p.187 / Chapter 一、 --- 关键持份者的行为表现与互动特点 --- p.188 / Chapter 二、 --- 关键持份者的认识与培训过程的建构 --- p.189 / Chapter 三、 --- 校长培训机构与国家、高校及市场的关系及其影响 --- p.190 / Chapter 四、 --- 重新理解校长学习 --- p.192 / Chapter 五、 --- 中国大陆校长培训过程建构的隐喻 --- p.194 / Chapter 第二节 --- 研究贡献 --- p.195 / Chapter 一、 --- 理论贡献 --- p.195 / Chapter 二、 --- 实践启示 --- p.198 / Chapter 第三节 --- 研究限制 --- p.201 / Chapter 第四节 --- 后续研究建议 --- p.201 / 参考文献： --- p.203 / 附 录 --- p.218