The research reported in this thesis was an exploration of the perceptions and lived experiences of participants in the Mathematics, Science and Technology Education College (MASTEC) project, a school improvement project in the Limpopo province of South Africa. The MASTEC project was introduced with the aim of improving provision of both experienced teachers’ in-service training (INSET) and potential teachers’ pre-service training (PRESET). This study sought to examine teacher educators’ and school teachers’ perceptions of issues relating to the implementation of MASTEC in the different contexts of its participant schools. A phenomenological methodological framework was employed and the research design comprised of multiple qualitative methods of data generation, namely focus group discussions, participant observation and document examination. Amongst the key findings emerging from the study a number of benefits of MASTEC were identified for the participating schools and for individual participants. These related to the upgrading of some schools’ infrastructure and teachers’ development of more innovative teaching and planning skills. However, the programme was reported to have worked better for some schools than others, and this may well speak to the different contexts in which it was implemented. This assertion is corroborated by what the participants reported as some of the main limitations of this project, namely: • the manner in which the project was implemented led to its failure in some secondary schools as opposed to others; • the programme was reported as being more successful in primary schools than in secondary schools. This research has identified several implications for policy-making, further research and practice. For example, it is recommended that national guidelines for the development, implementation and evaluation of school improvement programmes, adaptable for specific contexts, be developed at policy level in an attempt to ensure that such programmes address the transformational needs of the South African education system.

The topics of self-esteem and social inclusion have been subject to much research in educational psychology, with positive correlation often being found to exist between the two. However, very little research has been conducted into the efficacy of guided imagery - a person-centred cognitive therapeutic technique – on enhancing either self-esteem or social inclusion, particularly in school-age populations. Identifying the gap in existing literature, this study therefore assessed the extent to which a five-session guided imagery intervention was associated with increases in both self-esteem (as measured by the Lawrence Self-Esteem Questionnaire; Lawrence, 1982) and social inclusion (as measured by the Social Inclusion Survey; Frederickson & Graham, 1999, and the Peer Problems and Prosocial Behaviour subscales of the Strengths and Difficulties Questionnaire; Goodman, 1997). This quantitative data was supplemented by a limited collection of qualitative questionnaire data, which was analysed using content analysis. Both forms of data were collected from 46 Year 4 and 5 pupils from three mainstream primary schools, who had been randomly allocated either to experimental groups or waiting list control groups. Qualitative data was also collected from the four members of school staff who had been trained in facilitating the intervention. Data analysis indicated that the guided imagery intervention had few salient effects on self-esteem or social inclusion as measured by the instruments used, but there was some qualitative evidence of increased self-esteem and social inclusion of participants in the experimental condition. The results of this study are discussed in the context of existing literature, and implications for future research and practice are explored.

There is a growing number of teaching assistants (TAs) in mainstream schools (DCFS, 2009) and research is inconclusive about their efficacy at improving outcomes for children, including those at risk of exclusion (Groom and Rose, 2005; Tennant, 2001). It has been proposed that TAs do not have enough training for their roles (Russell et al, 2005). However, there is debate about the most appropriate adult training methods (Merriam et al, 2007). Nevertheless, several writers suggest that training can influence self efficacy and this can improve performance (Giallo and Little, 2003). A mixed methods design was implemented. Firstly, two fixed designs evaluated TA self efficacy following training and pupil behaviour following a TA delivered anger management intervention. However, due to design and implementation issues the data produced was very limited and conclusions could not be made. Secondly, a flexible design explored factors that influenced TAs’ learning, behaviour and self efficacy. Data was collected from 14 mainstream secondary school TAs using evaluation forms and focus groups. A thematic analysis was carried out on this data. Themes regarding learning, confidence, training and self efficacy emerged from the data. The learning implied by some of the TAs referred to the acquisition and maintenance of terminology, developing different knowledge bases and the autonomy to adapt materials. Similarly, some of the TAs referred to having confidence mainly when they had some control over the situation. Training subthemes that seemed to influence TAs’ learning and confidence were confirmation/ reassurance from others, parameters of training, iterative process of training and involvement in the process. Finally, TA self efficacy seems to have been influenced by Bandura’s (1977) sources of information, outcome expectations and whole school support and norms. In conclusion, it is important to challenge unhelpful outcome expectations, develop whole school norms and the equality of TAs in schools. Furthermore, training of TAs should involve appropriate psychological paradigms from adult learning theories.

This thesis presents the journey from concept to operation of an innovative multi-stakeholder partnership for education (MSPE), focusing specifically upon: the processes involved in forging, formalising, governing and operating a multi-stakeholder partnership for education, to develop viability and create sustainability in the not-for-profit sector in the twenty-first century. The MPSE under investigation involved a dual-sector educational establishment whose goal was to attain degree-awarding powers and ultimately the title of ‘university,’ and a national third sector organisation whose goal was to ensure its own continued existence. Philosophically, this research enquiry follows an inductivist approach – the mode of engagement of neo-empiricism, comprising objectivist perspectives in relation to the ontological status of human behaviour and epistemology. In terms of theory, it employs an intrinsic case study undertaken over a six-month period and utilising a mixture of documentary analysis, face-to-face semi-structured interviews and focus groups, whilst employing the unobtrusive measure of content analysis. This case study tells the story of how the organisations re-positioned themselves and created a partnership for the training of practitioners – a unique multi-stakeholder partnership for education, or serial collaborative arrangement – and established and operated an institute for the development and provision of courses in respect of, and researching into, couple and family relationships and relationship support services, in the initial phases, from the perspectives of those involved during data collection from October 2007 through to March 2008. The innovative and unique governing and operating practices are challenged and illuminated in terms of their strengths and weaknesses as they co-operated to establish and operate a new Institute. Finally, contributions to the creation and interpretation of new knowledge are documented, paying attention to the dimensions of: the professionalisation of relationship counselling services and the uniqueness of the multi-stakeholder partnership involving a public body and a third sector organisation.

This thesis is the result of an investigation into the use of the learning mentor support mechanism in primary schools in England. Learning mentoring is designed to reduce barriers to learning in individual children. This research was devised to enhance current knowledge of the learning mentor process and practices, and the impact of mentoring programmes on pupils. The research approach was qualitative, involving six case studies of children being mentored in three schools. The research design included part-structured interviews with: the child; his/her mentor; class teacher and parent. Interviews were undertaken before and after the execution of learning mentor programmes. Additional data were generated by direct observation of the interaction of learning mentors and mentees, and documentary evidence was examined. Each case study was analysed and cross-case and cross-setting analyses undertaken. Improvement for the participant mentees related to social, emotional and behavioural factors. The learning mentor role was not always clearly defined but reflected the culture of each school, the personal characteristics of each mentor and the relationships within each mentor/mentee pair. Mentoring programmes were unique to each mentee’s needs. Impact was slow in all six cases and was facilitated or hindered by: relationships; time; the mentor undertaking multiple roles; and the expectations of the wider school staff. The significance of my analysis stresses the importance of the triangle of influence of the child/school/parent in aiding a child in school. Aspects of mentoring which could be more closely attended to by schools in order to provide best learning mentoring practice were: mentors identifying strategies; the mixing of curriculum with social/emotional/behavioural targets; liaison with families; communication with the wider school staff; and the involvement of mentees in their own mentoring goals. Mentoring styles centred on the mentor, curriculum or the mentee and related to the leadership styles identified in the schools.

It is nearly ten years ago when Whole School Development (WSD) in Ghana was officially ended. Yet, most of its structures, systems and practices continue to function in the country. This thesis is based on data collected from a case study of a semi-rural municipality of the country regarding the reasons for its official ending and why despite its official ending, most of the structures, systems and practices continue to function. The thesis also indicates which of the structures, systems and practices are functioning and how well they are functioning. The study adopted a qualitative research strategy and a case study design and drew on in-depth interviews with policy makers from the Department for International Development (DFID) and the Ghana Ministry of Education (GES) as well as with policy implementers from the case study site. The interviews were complemented with observation, documentary analysis and fieldnotes. Key issues that emerged from the study include the desire of those in authority to maintain the status quo in favour of their personal interests which resulted in the official ending of WSD, the development of strong organisational capacity, a sense of responsibility, purpose, commitment, professionalism, a change of mind-set and schools' and communities' realisation of the benefits of WSD, which have contributed immensely to the survival of the structures, systems and practices. Fundamental issues about the rural areas also emerged. These include the parents' low educational background and poverty, which limit their ability to honour their children's educational needs, despite the institutionalisation of the structures, systems and practices of WSD which were intended to improve the quality of, and access to, and participation in, education. Besides, the data revealed the existence of weak internal structural features, which undermine the children's learning environment and result in an excessive drop-out rate and poor learning outcomes with only a few of the children reaching the post-basic education level. The findings suggest that there are political, social, physical and economic factors that are inimical to improvement in educational quality in Ghana and which need addressing with a change of mindset that is consistent with improvement to enable education to move towards the direction of the expected standard and quality.

The growing complexity regarding a principal's role and associated leadership tasks, combined with changing societal realms and educational reform pose serious challenges to even the most experienced educational leaders. For new school leaders, taking on the principalship within a given organizational context is predicated on the notion that learning the role is a continual process of "being and becoming." This research inquires into the nature of early-phase leadership and strives to understand the phenomenon of the beginning principalship by examining roles, agency and practices of new leaders as influenced by their preparation and induction support. Given that school leaders impact the performance of organizational members and that new principals are required to perform the same job as their experienced counterparts, in order to identify ways to meet the needs of individuals transitioning into the position, it is important to understand new principals' experiences. This qualitative phenomenological study used semi-structured interviews to investigate perceptions and experiences of sixteen newly appointed and one-year experienced principals from two separate school boards in the following areas: preparation and induction experiences, developing relationships and building trust with colleagues, as well as how newcomers enacted their roles, utilized their agency and exercised their emerging leadership practice. Evidence substantiates that beginning principals experienced role-identity transition in adjusting to the nature and demands of new leadership, including administrative overload, and challenges associated with organizational dynamics and external influences. New leaders developed compensatory strategies and immediately acted to acquire organizational information and improve conditions for teaching and learning. The investigation found that beginning principals employed engagement processes and attended to "three dimensional" trust criteria to develop relationships and build trust. In addition, although new principals valued the use of cohorts, real-time training and mentoring, they missed receiving formal support during the transition time frame referred to as the "crossover gap."

This dissertation uses a case study approach to investigate teachers' beliefs about the nature of reality (ontology) and knowledge (epistemology) within an International Baccalaureate Middle Years Program environment. The study explores the possible impact of these beliefs on teachers' approaches to teaching. An interest in teachers' perspectives regarding the nature of reality and knowledge emerged during modular work associated with a Professional Doctorate in Teacher Education with the University of Nottingham. The final modular assignment, prior to the onset of the research stage, involved a consideration of the effect that perceptions of reality, knowledge and truth have on a researcher's philosophy of research. Due to an increased awareness of the impact that these beliefs have on my own philosophy of research, I became interested in how similar beliefs might impact the personal philosophies and pedagogies of teachers. I chose to explore the beliefs and practices of teachers at the International School of Amsterdam (ISA), the school environment in which I work. The study is positioned within the constructivist-interpretive research paradigm. It therefore allows for the emergence of a holistic and contextualized understanding of teachers' beliefs and practices. In choosing this approach, I hoped to explore whether a consideration of teachers' beliefs could play a role in the design of future professional development opportunities at ISA. The research study involved the generation of teacher profiles for each of three respondents, who are all experienced international school teachers. The respondents teach Science, English Literature, and Spanish to middle year students at ISA, which is a private and well-established IB school that offers all three IB programs through English to the children of expatriates as well as to local Dutch children. Within this teaching environment curricula and assessment are concept and process oriented, and teachers are encouraged to incorporate constructivist approaches into their personal pedagogies. The generation and comparison of the teacher profiles helped to uncover the respondents' beliefs and practices in a comprehensive way. Each teacher was observed on several occasions and these observations were followed by lengthy conversations and semi-structured interviews that occurred over an extended period of time. During the follow-up discussions, teachers' ideas and preferences were aligned with contemporary literature that explores possible links between teachers' ontological beliefs, their epistemological beliefs and their teaching practices. The findings of the research indicate that the blends of constructivism preferred by individual teachers mesh well with their ontological beliefs and their epistemological beliefs. The universal concepts they were drawn to, their impressions of the nature of learners, and their view of the learning capacity of groups all seem to connect with their beliefs. The findings suggest that there is a need to take teachers' ontological and epistemological views into account when considering and designing professional development opportunities. These findings contribute to areas of research that explore the impact of teachers' ontological and epistemological beliefs on teaching practice. They also provide direction for further discussion, exploration and research.

This study examines the recent educational reform initiatives in North Cyprus with particular emphasis on (1) building head teachers' capacity to lead instructional development and organisational improvement, and (2) improving the system capacity to support head teachers in the effective undertaking of their roles. The study frames the current domain of headship in North Cyprus within the external system infrastructure in which head teachers operate, illustrates the national framework for building head teachers' capacity to lead, and looks at how the existing opportunities for leadership capacity building can be enhanced, along with the system infrastructure, to provide a context within which the enhanced capacity can be realised. The study employs a mixed-method design with an inductive drive, where the qualitative paradigm has a dominant and the quantitative has a supplemental status. Surveys, qualitative interviews, and documentary analysis were used to answer the research questions the study explores. Findings clearly show that the case of North Cyprus is an instance of 'vernacular globalisation'. Implemented in a very 'glocal' context in response to very particular problems, the reforms are influenced by local histories and narratives of the nation as much as by such global imperatives as the heightened need for up-skilled citizens. The study reveals that head teachers operate within a highly centralised system, which lacks infrastructure, a strong focus on teaching and learning, and credible monitoring and evaluation systems. It is common for heads to spend a significant amount of time dealing with bureaucratic and operational matters, and questions of instruction and professional development seem to be beyond their remit. This is a condition that needs to change. There are also significant problems with the professional development opportunities for head teachers that must be addressed. Keywords: Educational Reform, Educational Change, Educational Leadership, Capacity-Building, Education Policy

This study explores ways in which the experiences of long-serving teachers within three inner city schools can improve our understanding of factors that influence teachers to remain in the profession. The research is situated within a socio-political climate where there are concerns about teacher attrition in general and where the issue of teacher retention is perceived to be particularly acute in challenging schools. The thesis challenges the prevailing discourses surrounding inner city schools and the teachers who work in them by turning to the voices of experienced teachers and exploring their reasons for remaining in these schools. The research was conducted with twenty long-serving teachers within a qualitative research paradigm employing semi-structured interviews. The design of the research was influenced by Goodson's concept of the 'Valhalla of voice' (2003). The analyses of these data comprise a 'bricolage' approach, blending thematic analysis with a discourse analysis of the teachers' use of conceptual metaphors. The theoretical underpinnings for these analyses were inspired and guided by the data generated. Tonnies' concepts of gemeinschaft and gesellschaft (2001) have been influential and the thesis identifies locational and relational ties as important factors in motivating teachers to commit to working in challenging schools and the communities they serve. The study suggests that a more informed understanding of community context and of the 'funds of knowledge' (Gonzalez, Moll and Amanti 2005) that exist within that community enhances the experiences of teachers working within the community. Analysis of the metaphors used by the teachers provides insights into how they form their professional identities and respond to the demands of teaching in challenging schools. The study shows that dominant discourses around challenging schools and the teachers who choose to work in them need to be questioned and that there is not one homogenised way in which teachers experience their work. The study thus calls for policy-makers and researchers to find ways of recognising and valuing teachers' individual strengths and commitments in order to support retention in the profession.