Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 159-179). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

published_or_final_version / Education / Master / Master of Education

As the New Curriculum Reform proceeds to its second stage, the key roles played by teachers in curriculum implementation are increasingly recognized by policy makers and researchers. As a result, teacher professional development has become the focus of a series of major policies, projects and plans. However, are teachers empowered by such measures, especially by officially sanctioned institutionalized learning? From the perspective of teacher leadership, this study attempts to examine the teachers' role in training and to explore the possibility of a teacher-led professional development. In this study, teacher-led professional development refers to (1) teachers' self-direction and autonomy over their own professional growth, and (2) teacher leaders' influence over the professional community. The major research questions of this study are: (1) What are the power relations between the state, university professors and school teachers? In the context of power relations, what is teacher leadership? (2) What kind of teacher leadership exists in the Chinese schools? (3) What are the obstacles that prevent teachers from leading? What conditions are necessary for teachers to genuinely own their professional development? / In order to answer the above questions, documentation research and field research was conducted at state, provincial, municipal, district and school levels. Documentation research warranted content analysis of relevant policies and field research warranted observations and interviews in two schools. / In the United States and the United Kingdom, two policy stances were developed in response to global change: policies for standardization, accountability, and assessment; and policies for capacity building and good practices. Teacher leadership is a reform strategy in the second stance. It postulates that teachers should become leaders in curriculum, instruction, school restructuring and professional development. This study is an attempt to explore teacher's leadership over their professional development in the Chinese Mainland. / This study argues that the existing system of teacher professional development in the Chinese Mainland is power-coercive, and formal teacher leadership was characterized by hierarchy, meritocracy and instrumentalism all of which have a negative impact on teacher professional development. The state performs multiple roles as reformer, monopolizer, legislator and enforcer. To implement the New Curriculum, "technologies of power" are employed and they form a tight control over the process of continuing teacher education. University professors have a relatively smaller impact on teachers as their effects on school reform are dubious. Teachers feel deprofessionalized and powerless in most institutionalized training which offer no choice and autonomy. Confronted by the state's monopoly of power, distorted professional values, weak professional awareness, and weak support from school leader, teacher leadership faces strong challenges. The finding of this study suggest that in order for teacher leadership to emerge, four conditions are necessary: delegation of power to school and teacher, reconstruction of professional values, more support from school leaders to teacher leaders, and a collaborative teacher culture. / 陳崢. / Adviser: Leslie Lo Nai Kwan. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2956. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 278-293). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Chen Zheng.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003. / Education has undergone many changes, over the past ten years. Prior to 1994, public schools in South Africa were-predominantly bureaucratic organisations where the principals of schools implemented an autocratic style of management. Now education-has moved away from such a system to-a-democratic system- in-which staff participation is encouraged. After 1998, the-Department of Education and Culture of KwaZulu-Natal made it compulsory for the principal to inform staff on all procedures to be implemented in the rationalisation and redeployment process. The Department also encouraged staff participation in deciding on matters relating to the schoot The researcher undertook a research study in three secondary schools in the Phoenix- Verulam District to assess the extent to-which staff were involved in management decisions and whether this had been successful. It was discovered that problems were encountered when management and administrative responsibilities were shared with staff members. The researcher made recommendations to solve these problems and improve staff participation in the management of a school. / M

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

An evaluative research survey involving 694 faculty members with an academic appointment in Oregon's 4-year unionized institutions of higher education was undertaken to determine whether or not collective bargaining has supported faculty rights for participation in institutional governance. Four hypotheses were formulated to study the relationship between the independent variable of collective bargaining and the dependent variable of institutional governance, specific to: (1) professional interest, (2) economic interest, (3) educational policy, and (4) academic and personnel policy. Data received from 486 respondents' questionnaires were used for the Kruskal-Wallis one-way analysis of variance to test the four hypotheses. The four hypotheses of the study were rejected. However, findings of the study suggest that the collective bargaining process is perceived by the respondents in all three unionized institutions as having (1) facilitated their participation in the formal structure and process for institutional decision making and (2) provided for just cause in dismissal and grievance decisions.