No description available.

No description available.

M.Ed. / Realization of the aims of the school requires, inter alia, meaningful and purposeful co-operation between the members of the top management of the school. Purposeful cooperation between these members implies the establishment of relationships that will realize and facilitate mutual consultation, sharing of responsibilities and effective management ...

Leading and managing teaching and learning is the core purpose of every school, especially where learner achievement is concerned. Therefore, this study explores the role of principals in managing teaching and learning in relation to learner performance. The study looks at how principals plan for the academic year, how quality of teaching and learning is assured as well as how provision and management of learning material is done. It points towards the school contexts, structures and cultures within which principals operate. The study considers the challenges faced with principals who get promoted because of experience and seniority without training, but it does not aim at pinning down the importance of experience in executing a task The study concludes by suggesting that principals have a major responsibility for the creation and development as well as implementation of plans, policies and procedures that enable the school to translate its vision and mission into achievable action and outcomes. The study also recommends that courses and programmes to enhance professionalism in carrying out principal duties be made available and accessible. This should be done so that principals can have a better understanding of their role in instructional management above other general roles. It was noticed in this study, particularly in the literature review chapter, that many principals do not have a clear understanding of their role in instructional management and consequently confuse it.. Principals often perform other tasks other than the task of managing teaching and learning, hence they often confuse their role with the general role of principalship; which is a broad task performed by principals in general.

"The writer has attempted to emphasize the point that the principal should be the key leader in developing a curriculum for the school that will meet the needs of all the children and the entire community which it serves. The writer selected this subject for research and study because it is his desire to become a school principal, and he would like to know the duties of the principal in developing a desirable instructional program. It is also a contribution toward consolidating information and facts which apply to the role of the principal in developing such a program. The material for this paper was obtained from a study of professional and related literature and from talks with leaders in education"--Introduction. / Typescript. / "February, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 35-37).

Thesis (Ed.M.)--Boston University

Digitized by Kansas Correctional Industries

Thesis (Ed.D.)--Boston University

Digitized by Kansas Correctional Industries

This narrative autoethnography tells the story of a small rural community over a ten year period through the ethnographic eye. It is told within the context of a primary rural school and the community that supports it. It reflects the aspirations, the pain and the dreams of the community. Within the telling of stories, lies the question of what a leader needs to ‘be’ for the people (the concept of educational leadership). This ‘being’ for the people should certainly be part of the body of thought on educational leadership. The literature review examines concepts of educational leadership pertaining to aspects or issues of change, community, teaching and learning and the inner life of the Principal. These issues are explored within the framework of the school and its community. Combining literary and ethnographic techniques allows the creation of a story that intends to devise a concept of educational leadership created by and authentic to the community to which the leadership belongs. This narrative autoethnography provides the vehicle for the researcher to explore Principal / Leadership. It connects modern day educational theory to an understanding of lived experiences – the stories lived by the people in the research. A multi-perspective approach is applied to provide analytical interpretation and reflection of the lived experience documented. The findings of this research study suggest that Principals need to reflect on the lived experiences of the communities they are within in order to understand the path of leadership. The research strongly recognizes that the formation of meaningful, ethical relationships is a vital foundation for authentic leading in an education world that is constantly changing.