This study attempts to examine the conception which faculty members at North Texas State University have of their roles in university governance. These views of role perception are then compared with those reported in the study by Archie Dykes5 (discussed in detail in Chapter III), whose findings were made at a large Midwestern university and then projected to other campuses across the country. The purpose of this research has not been to delve into all the reasons behind the various perceptions which faculty members on the North Texas campus--or any other--have regarding their participation in university governance; nor has it been designed to investigate the total occupational image held by faculty members in regard to all their roles. While such topics would indeed be worthy of additional research, this paper simply attempts to uncover, assess empirically, and compare the perceptions regarding faculty involvement in academic decision-making which are held by faculty members on the North Texas State University campus and in the Dykes' study.

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

The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive teaching and learning. Literature describes how the management in schools has been redistributing authority and power so that a culture of teacher leadership in school communities can grow. More importantly, school improvement depends more on the active involvement of teacher leaders as it is realised that people in formal positions cannot do everything. In this line this study investigated the understanding of teachers and members of management of teacher leadership practice and it further identified the structural and cultural factors which enabled and inhibited this practice in a primary school. This study is a case study of a Primary school in a semi-urban area of Otjozondjupa Region, a central part of Namibia. This study was conducted in the interpretive paradigm and it is a qualitative case in nature, employing semi-structured interviews, observation and document analysis. Triangulation over the data revealed that respondents have an understanding of the concept and that all teachers are involved in leadership roles at school which are more strongly found in the classroom and through involvement with other teachers. Teacher leadership roles at the case study school also occur within the whole school with some limitations and also extend beyond the school. Grant’s (2008) model of teacher leadership was used to analyse the data. The study suggested some hindrances and supporting factors of teacher leadership. The findings suggested that teacher leadership is understood at the case study school and that they experienced factors that enabled and hindered this practice at different stages. Enabling factors included the school structure, further studies and workshops attended, while teacher leadership is impeded by teachers’ unwillingness to collaborate with others and the platoon system. The study recommends future large scale studies, including at secondary schools, so that a broader sense of teacher leadership may emerge.

No description available.

No description available.

In 1987, public colleges and universities in Virginia began complying with state-mandated outcomes assessment requirements. Administrators and faculty were expected to assume the responsibility for conducting assessment planning/activities, and substantial administrator and faculty support for formal assessment was expected to develop gradually over a ten-year period. The purpose of this study was to investigate administrator and faculty support after three years of compliance. The objectives were (1) to investigate across-time involvements and understandings related to institutional/departmental assessment planning and activities; (2) to investigate across-time perceptions of the importance of formal assessment; and (3) to identify factors which had influenced these involvements, understandings, and perceptions of importance. A total of 1,101 administrators and faculty from 37 of the 39 public colleges and universities in Virginia participated in this study. Results indicate that, by 1990, administrator and faculty involvements, understandings, and perceptions of importance had increased significantly. Respondents expected future levels of perceived importance would decline significantly external reporting requirements were eliminated. The most prevalent external factors which had influenced administrators and faculty were the State Council of Higher Education for Virginia (SCHEV) and the Southern Association of Colleges and Schools (SACS). The most prevalent internal factors were chief academic officers, assessment coordinators, and resource constraints. The findings of this study suggest that after three years of compliance, momentum for formal assessment among administrators and faculty had been generated. While this momentum did not represent administrator and faculty "ownership" of assessment, without doubt more administrators and faculty had become involved in assessment, more had begun to better understand assessment, and more had begun to perceive of formal assessment as important. If SCHEV were to remove its requirements, this momentum would be lost. If SCHEV requirements remain, wider administrator and faculty involvements and understandings should be accompanied by higher levels of perceived importance as more departments begin the process of assessing learning outcomes. By 1990, however, future widespread administrator and faculty "ownership" of formal assessment in Virginia remained uncertain. / Ph. D.

This study was undertaken to produce a "snapshot" description of shared decision making in elementary schools in a large suburban public school system in Virginia; to identify schools for participation in in-depth studies; and to provide examples and information to others who may wish to engage in shared decision making. The research questions guiding the study were: How do elementary school principals perceive shared decision making in their schools? How do principals, teachers on the decision-making team, and teachers not currently serving on the decision-making team in selected schools perceive participation in shared decision making relative to context (a. structure, b. purpose, c. function, d. training, and e. obstacles) and outcomes (a. teacher satisfaction, and b. organizational effectiveness)? What similarities and/or differences in participation in shared decision making relative to context (a. structure, b. purpose, c. function, d. training, and e. obstacles) and outcomes (a. teacher satisfaction, and b. organizational effectiveness) appear to exist among principals, teachers on the decision-making team, and teachers not serving currently on the decision-making team, within each selected school and across the selected schools? Major findings revealed that there was much less shared decision making going on in elementary schools in the school system than what was claimed by the principals. Although the context of the shared decision-making committees at each of the three schools studied in depth varied, some outcomes across the three schools were similar. The predominant indicator of teacher satisfaction reported by twenty of the twenty-one principals, team members, and teachers interviewed was increased/improved collegiality. The researcher concludes that the shared decision making committees provided opportunities for principals and teachers to come together to discuss issues, give input, and make decisions, and as a result, collegial relationships began to form. The predominant indicator of organizational effectiveness reported by nineteen of the twenty-one principals, team members, and teachers interviewed was satisfaction with the decisions that emerged from the committee. The researcher concludes that the shared decision-making committees provided opportunities for teachers to join principals in making decisions, so for the most part, teachers had positive perceptions about the decisions that were made. / Ed. D.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

黃志明. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 191-200). / Huang Zhiming. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 圖目次 --- p.V / 表目次 --- p.VI / 論文摘要 --- p.X / Chapter 第一章 --- 導論 --- p.1 / Chapter 一 --- 研究問題及其定義 --- p.2 / Chapter 二 --- 研究的動機與目的 --- p.5 / Chapter 三 --- 研究方法步驟 --- p.6 / Chapter 第二章 --- 文獻評述 --- p.8 / Chapter 一 --- 角色研究的發展 --- p.8 / Chapter 二 --- 角色的意義及其相關的概念 --- p.12 / Chapter 三 --- 角色與人格結構的關係 --- p.18 / Chapter 四 --- 角色取向的定義與類型 --- p.21 / Chapter 五 --- 教師工作的專業化及專業角色取向 --- p.26 / Chapter 六 --- 學校組織的科層化及教師的受僱角色取向 --- p.38 / Chapter 七 --- 學校組織結構的分析 --- p.47 / Chapter 八 --- 自我觀的意義及與角色的關係 --- p.61 / Chapter 第三章 --- 研究設計與實施 --- p.74 / Chapter 一 --- 研究設計的概念架構 --- p.74 / Chapter 二 --- 研究問題 --- p.78 / Chapter 三 --- 研究方法步驟 --- p.79 / Chapter 四 --- 研究樣本及資料搜集 --- p.80 / Chapter 五 --- 問卷設計及預試分析 --- p.81 / Chapter 六 --- 資料分析 --- p.89 / Chapter 七 --- 研究限制 --- p.90 / Chapter 第四章 --- 研究結果與討論 --- p.92 / Chapter 一 --- 個人資料的分析 --- p.94 / Chapter 二 --- 教師角色取向分析 --- p.101 / Chapter 三 --- 學校組織結構分析 --- p.104 / Chapter 四 --- 教師自我觀分析 --- p.105 / Chapter 五 --- 教師對教師行業態度分析 --- p.106 / Chapter 六 --- 教師專業角色取向內部各層面交亙相關情況 --- p.107 / Chapter 七 --- 教師受僱角色取向內部各層面交亙相關情況 --- p.108 / Chapter 八 --- 學校組織結構各層面內部相關情況 --- p.110 / Chapter 九 --- 教師自我觀各層面內部相關情況 --- p.111 / Chapter 十 --- 教師專業角色取向與受僱角色取向各層面的相關情況 --- p.112 / Chapter 十一 --- 教師角色取向與教師自我觀的相關情況 --- p.115 / Chapter 十二 --- 教師角色取向與學校組織結構的關係 --- p.118 / Chapter 十三 --- 學校組織結構與教師自我觀的關係 --- p.125 / Chapter 十四 --- 教師角色取向與學校組織及教師自我觀的關係 --- p.129 / Chapter 十五 --- 教師兩種角色取向與學校組織結構及教師自我觀的關係 --- p.132 / Chapter 十六 --- 教師個人狀況與其角色取向、自我觀及學校組織結構的關係 --- p.137 / Chapter 十七 --- 任教學校情況與教師角色取向我觀及學校組織結構的關係 --- p.154 / Chapter 十八 --- 教師的職業態度與其角色取向我觀及學校組織結構的關係 --- p.159 / Chapter 第五章 --- 結論及建議 --- p.171 / Chapter 一 --- 結論 --- p.171 / Chapter 二 --- 建議 --- p.177 / Chapter 附錄 --- (一)致有關學校校長信件 --- p.183 / (二)致有關教師信件 --- p.184 / (三)研究問卷 --- p.185 / 中文參考書目 --- p.191 / 英文參考書目 --- p.194