Early in the history of secondary education, the school were considered as institutions devoted to the education of a selected few. As late as 1892 a national committee on education took the position that the main function of the high school in the United States "... is to prepare for the duties of life that small proportion of all the children of the country .... who show themselves able to profit by an education prolonged to the eighteenth year and whose parents are able to support them while they remain so long in school." / 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." / Includes bibliographical references (leaf 63).

The author has made this study of the actual receipts and expenditures in public education for Escambia County, Florida for two main reasons. First, to gain a clearer insight into the financing of education in this county, and to learn more about the sources of income that are used for the operation of the public schools in the county and to see what portion of these incomes are actually spent for each of the services rendered by the school system. Second, to compare the amounts contributed by the State of Florida to the schools of the county before and after the adoption of the Minimum Foundation Program for Education in Florida, and to study some of the services rendered by the county school system before and after the program was instituted. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "August 1952." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references.

The purpose of this study was to examine and describe practices and procedures pertaining to the acquisition of revenue from fundraising activities in North Carolina public high schools. The review of literature examined the general state statutes, local board of education policies, significant court decisions, and recent research findings regarding fundraising activities. A survey questionnaire was developed and field tested through a pilot study sample. The study population included 275 North Carolina public high schools having a 9-12 or 10-12 grade-level organizational pattern. Principals returned 213 ( 78%) of the 275 questionnaires. Data collected from the questionnaires were analyzed, summarized, and compared according to the type of administrative unit, pupil enrollment, and per pupil expenditure of the responding schools. Data were presented in narrative form, and tables were developed to array the raw data. Major findings of the study were: 1. In compliance with state statutes, a majority of North Carolina school districts and public high schools have adopted various regulations which monitor fund raising activities and revenue acquired from these activities. 2. Ninety-nine percent of all public high schools in North Carolina conduct fundraising activities. A large amount of revenue is acquired by these schools from the sales of candy, school pictures, magazines, and numerous other products as well as from admission charges to a variety of school sponsored events. 3. A majority of students in North Carolina public high schools participate in fundraising activities. 4. Public high school principals in North Carolina consider fundraising activities most important in order to finance current extracurricular student activity programs. 5. The local school principal has the primary responsibility for planning, managing, and monitoring the acquisition of revenue from fundraising activities regardless of the type of administrative unit (location), pupil enrollment (size), and the per pupil expenditure of the school. Conclusions and recommendations based on the findings of the study were developed. / Ed. D.

The purpose of this study was to answer several questions concerning distribution of student financial aid in the proprietary school sector. The study was conducted in the Spring of 1989 using a Fall, 1986, nationally representative sample of 3,837 students attending less than two-year and two-year proprietary schools in the 50 states and the District of Columbia. The sample was drawn as part of the National Postsecondary Student Aid Survey (NPSAS) conducted by the National Center for Educational Statistics in the 1986/87 academic year. Data came from edited NPSAS tapes dated May 12, 1988. Several statistical procedures from the Statistical Analysis System (SAS) and Lotus 1-2-3 were used to answer research questions related to (1) types of educational services provided by proprietary schools, (2) types of students receiving financial aid; and, (3) types of aid packages distributed in these schools. Several of the major results are: (1) Proprietary schools provided short-term, high-cost vocational training leading to relatively low-paying entry-level jobs. (2) Over four-fifths (84%) of the students received financial aid. The majority of these students were unmarried (74%), female (67%), less than 23 years of age (52%), lived off-campus (98%) and attended school on a full—time basis (81%). Nearly one-half (48%) of dependent and 70 percent of independent recipients had incomes of less than $20,000. About 30 percent lacked a high school diploma. Almost 43% percent were from minority backgrounds with over 70 percent having incomes under $11,000. (3) Nearly 80 percent of the recipients received either a single source of aid or two sources of aid in their aid packages. About 88 percent of this aid came from the federal government with the Guaranteed Student Loan and Pell Grant programs the predominate sources. / Ed. D.

Many large urban school districts in the United States have suffered from fiscal stress, while others have not. Fiscal stress often has led to program cutbacks, layoffs, and decline in the quality of educational services. The purpose of this research study was to examine the predictors of fiscal stress in large urban school districts and to develop a method for predicting fiscal stress. A variety of demographic, economic, financial, governance, and geographic variables were used. The study found a number of variables that were significantly related to large urban school district fiscal stress and produced a model for predicting fiscal stress. / Ed. D.

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities

Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure the most effective application of their resources. Therefore, this research on how SGBs and SMTs in Section 21 Schools apply performance management, at school level, to ensure effective management of the school and its resources was undertaken. Other key questions were: Which performance management tools do these schools use and what are the perceived benefits, gained by the application of performance management at school level? The research was supported by a detailed literature review covering education in South Africa, performance management and the available frameworks to evaluate the application of performance management and to gain a base for the analysis of the empirical data. Qualitative research was chosen as the preferred method of research since this was an exploratory study and qualitative research allowed key factors to emerge. Purposive sampling was used to select the participants in order to obtain insight into the application of performance management and participants‟ perspective of the benefits gained by applying performance management. Interviews were conducted with the principals and a parent representative of each of the SGBs at these schools. An interview guide was used to guide the interviews. The findings showed that all the schools under investigation made use of the Integrated Quality Management System. Participants however agreed that this system was not adequate and they needed to add their own performance management tools in order to maintain their current performance and position as prestigious schools. Although all participating schools were using some form of benchmarking, setting goals and targets, measuring learners‟ performance on all activities and measuring learners‟ behaviour, the findings also revealed that most of the schools did not implement a formal system covering all the dimensions of a school. It was evident from the findings that most of the participating schools benefitted from the application of performance management in the form of effective management and personnel development. Findings from the evaluation of the performance management systems revealed that the implementation of performance management systems is seldom carried through to the final stages and information is not always used to draft strategy in order to improve performance. It was concluded that SGBs and SMTs of the participating schools complied with some requirements indicated in literature to apply performance management systems. However most of the methods or systems are not fully implemented and there are many shortcomings. The findings suggested that the Integrated Quality Management System is reviewed by the Department of Basic Education. Furthermore, it also suggested that schools need to create formal procedures and policies in order to ensure the complete and effective application of performance management and establish a clear link between performance measures and the overall strategy of the school. The study also suggested that the schools‟ management have to design a performance management system, incorporating all the dimensions of their school and refrain from focusing only on incentives. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2013

Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure the most effective application of their resources. Therefore, this research on how SGBs and SMTs in Section 21 Schools apply performance management, at school level, to ensure effective management of the school and its resources was undertaken. Other key questions were: Which performance management tools do these schools use and what are the perceived benefits, gained by the application of performance management at school level? The research was supported by a detailed literature review covering education in South Africa, performance management and the available frameworks to evaluate the application of performance management and to gain a base for the analysis of the empirical data. Qualitative research was chosen as the preferred method of research since this was an exploratory study and qualitative research allowed key factors to emerge. Purposive sampling was used to select the participants in order to obtain insight into the application of performance management and participants‟ perspective of the benefits gained by applying performance management. Interviews were conducted with the principals and a parent representative of each of the SGBs at these schools. An interview guide was used to guide the interviews. The findings showed that all the schools under investigation made use of the Integrated Quality Management System. Participants however agreed that this system was not adequate and they needed to add their own performance management tools in order to maintain their current performance and position as prestigious schools. Although all participating schools were using some form of benchmarking, setting goals and targets, measuring learners‟ performance on all activities and measuring learners‟ behaviour, the findings also revealed that most of the schools did not implement a formal system covering all the dimensions of a school. It was evident from the findings that most of the participating schools benefitted from the application of performance management in the form of effective management and personnel development. Findings from the evaluation of the performance management systems revealed that the implementation of performance management systems is seldom carried through to the final stages and information is not always used to draft strategy in order to improve performance. It was concluded that SGBs and SMTs of the participating schools complied with some requirements indicated in literature to apply performance management systems. However most of the methods or systems are not fully implemented and there are many shortcomings. The findings suggested that the Integrated Quality Management System is reviewed by the Department of Basic Education. Furthermore, it also suggested that schools need to create formal procedures and policies in order to ensure the complete and effective application of performance management and establish a clear link between performance measures and the overall strategy of the school. The study also suggested that the schools‟ management have to design a performance management system, incorporating all the dimensions of their school and refrain from focusing only on incentives. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2013