This study focuses on the need for an induction programme by which especially newly appointed circuit managers and circuit managers with little experience can benefit. This study is not concerned with the training programme for newly appointed circuit managers, but the emphasis is on the professional induction and continued development of educational leaders such as circuit managers. In order to get to the heart of the matter, a literature study was first undertaken to investigate the nature of professional development of which induction is one component. Also, problems that might be experienced by circuit managers and expertise they might need for functioning effectively have been lifted from the literature study. A few induction programmes in developed and developing countries have been analysed and compared to practices in the RSA. Secondly, an empirical study has been undertaken on the perceptions of circuit managers on problems they are experiencing and on expertise they need in order to function optimally in their new work environment. Findings in the literature study reveal that circuit managers experience distinctive problems, and that these problems manifest themselves within the circuit managers themselves, in their work environment, on managerial level, within society and within their careers as educators. Another distinction is that the managerial skills a circuit manager should have can be divided into four categories, viz. technical, personal, social and conceptual skills. The literature study also shows that formal induction in developed countries is run in a programme-driven manner, while in the RSA there is a lack of formal induction programmes as well as a formal mentor system for newly appointed circuit managers. Findings in the empirical study have shown that respondents experience serious problems in especially the work environment, on managerial level and in their teaching careers Less serious problems are experienced in the circuit manager's personal life and within the community. A further indication was that respondents considered all the skills as very important in order to function effectively in their new work environment. The above needs give rise to the formulation of directives for the development and implementation of an induction programme for newly appointed circuit managers. This instruction programme comprises four phases, and the themes of the respective phases have been selected in such a manner that the activities in the total induction process are purposeful and orderly, and aimed at a specific outcome. Recommendations of this study emphasize the importance of a formal induction programme as well as a formal monitoring system for newly appointed circuit managers in die RSA Also, there is an urgent necessity for a formal and structured job description. ongoing skills development and the establishment/formulation of a national policy, determining the nature and level of management training. Without doubt the most important influence on the quality of circuit managers in the RSA is their own expertise, and the induction of newly appointed circuit managers is the sine qua non for the development of competent education managers. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2002

This study focuses on the need for an induction programme by which especially newly appointed circuit managers and circuit managers with little experience can benefit. This study is not concerned with the training programme for newly appointed circuit managers, but the emphasis is on the professional induction and continued development of educational leaders such as circuit managers. In order to get to the heart of the matter, a literature study was first undertaken to investigate the nature of professional development of which induction is one component. Also, problems that might be experienced by circuit managers and expertise they might need for functioning effectively have been lifted from the literature study. A few induction programmes in developed and developing countries have been analysed and compared to practices in the RSA. Secondly, an empirical study has been undertaken on the perceptions of circuit managers on problems they are experiencing and on expertise they need in order to function optimally in their new work environment. Findings in the literature study reveal that circuit managers experience distinctive problems, and that these problems manifest themselves within the circuit managers themselves, in their work environment, on managerial level, within society and within their careers as educators. Another distinction is that the managerial skills a circuit manager should have can be divided into four categories, viz. technical, personal, social and conceptual skills. The literature study also shows that formal induction in developed countries is run in a programme-driven manner, while in the RSA there is a lack of formal induction programmes as well as a formal mentor system for newly appointed circuit managers. Findings in the empirical study have shown that respondents experience serious problems in especially the work environment, on managerial level and in their teaching careers Less serious problems are experienced in the circuit manager's personal life and within the community. A further indication was that respondents considered all the skills as very important in order to function effectively in their new work environment. The above needs give rise to the formulation of directives for the development and implementation of an induction programme for newly appointed circuit managers. This instruction programme comprises four phases, and the themes of the respective phases have been selected in such a manner that the activities in the total induction process are purposeful and orderly, and aimed at a specific outcome. Recommendations of this study emphasize the importance of a formal induction programme as well as a formal monitoring system for newly appointed circuit managers in die RSA Also, there is an urgent necessity for a formal and structured job description. ongoing skills development and the establishment/formulation of a national policy, determining the nature and level of management training. Without doubt the most important influence on the quality of circuit managers in the RSA is their own expertise, and the induction of newly appointed circuit managers is the sine qua non for the development of competent education managers. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2002

The purpose of this research was to determine student involvement in secondary school administrative decision making. Sixteen principals were selected to participate in the research representing secondary schools having a minimum enrollment of fifteen hundred in grades ten through twelve and nine through twelve in the Indianapolis school system and Marion County school districts.Interview data were catagorized under four major concerns dealing with fifteen major topics: assembly programs, athletic activities, building plans, curriculum, discipline policy, dress code and appearance, extracurricular activities, grading procedure, length of periods and school day, school board representation, staff employment, use of building, teacher appraisal, faculty meetings, and parent-teacher association.The first concern through the selection of one of three statements was to determine the administrator's philosophy on student involvement as a part of administrative decision making. The second concern was to determine the administrator's perception of the degree of student involvement in the fifteen selected areas. The third concern was to determine the administrator's perception of the degree of student involvement in related functions within the framework of the fifteen selected areas. The fourth concern was to determine the administrator's perception of future involvement in the fifteen selected areas.A value scale with numerical weights for interpretative purposes determined answers in the following manner:Individual Compilation SCALEWord ChoiceValueTotal #PrincipalsValueTotalVery reasonable516x580Reasonable416x464Undecided316x348Unreasonable216x232Highly unreasonable116x116Compilation of the sixteen principals' responses to the role of student involvement in secondary school administrative decision making thus were recorded in numerical degrees of acceptance and rejection of the very reasonable 65-80; reasonable 49-64; undecided 33-48; unreasonable 17-32; and highly unreasonable 1-16. Numerical weights were based on the individual value multiplied by the total principals as a unit, indicating the perceived role of student in secondary school decision making as a group.Participants were personally interviewed in their school offices by appointment. Informality characterized the interviews in which the instrument was used to secure data and additional comments were tape-recorded.All sixteen respondents reflected degrees of interest and recognition of student involvement in secondary school administrative decision making in their representative schools. Those topics receiving the greatest perceived degree of student involvement were: extracurricular activities, assembly programs, curriculum, dress code and appearance, building plans, faculty meetings and building use. The principals were undecided in involving students in grading procedure, teacher appraisal, school board representation, length of periods and school day, and athletic activities. They rejected discipline policies and staff employment as unreasonable involvement of students. The sixteen principals envisioned future student involvement as increasing in curriculum and extracurricular activities along with teacher appraisal and parent-teacher association.All sixteen principals believed in the philosophy of student involvement as a part of secondary school administrative decision making. The seven topics receiving the highest value scores for student involvement resulted in the following conclusions: (1) student involvement in the organization, leadership and after-school structure patterns in extracurricular activities; (2) assembly programs with emphasis on student performing groups for greater student contribution and participation; (3) student involvement in curriculum planning concerning organization and content of elective subjects; (4) more administrative support in parent-teacher association drive for student membership; (5) student participation in new building plans to gain insight of functional design and equipment from the users of those facilities; (6) student involvement in faculty meetings only when participation contributes to a particular student related subject on the meeting agenda; (7) students help supervise the use of the building to promote better understanding of the maintenance and tax value of a public building.

Thesis (Ed. D.)--Illinois State University, 1975. / Title from title page screen, viewed Nov. 12, 2004. Dissertation Committee: Max Rennels (chair), Fred Mills, Charles Edwards, Susan Amster, Sherron Hill. Includes bibliographical references (leaves 64-67) and abstract. Also available in print.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed July 8, 2010). PDF text: vii, 172 p. : ill. (chiefly col.) ; 4 Mb. UMI publication number: AAT 3397979 . Includes bibliographical references. Also available in microfilm and microfiche formats.

As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.

The aim of this thesis named "Procedural status and activity of the insolvency administrator during bankruptcy" is to provide a comprehensive and complex view of

This study explored, described, and attempted to explain the process of change in two school districts in British Columbia. The study sought to determine why and how the two districts selected and put into place the same staff development program. A comparative case study method was used. A purposive sample of thirty-two persons from the two districts was interviewed to obtain their perceptions of the processes of change in their respective districts. The individuals in the sample represented three levels of district organizational structure -- classroom teachers, school principals, and district officials. Other data sources were district documents and the researcher's field notes. The data were first analyzed descriptively using as a framework Fullan's three phases of the change process: (1) initiation, (2) implementation, and (3) continuation (including perceived outcomes). Secondly, a comparative analysis between the districts was undertaken. Thirdly, an interpretive analysis, in relation to the current literature on change in education was completed. The three analyses yielded twenty-nine findings, most of which are in accord with the current literature. Some findings, however, do not fit that literature. An analysis of these findings has led to speculative conclusions in the following areas: (1) explaining program selection, (2) emphasizing the importance of certain process issues (timing, conflict, and central office involvement), (3) participation of personnel in relation to position in the organizational structure, and (4) the importance of context. Four recommendations based on the findings and conclusions are made. Two are addressed to practitioners: (1) careful attention should be paid to the contemporary literature because it does explain much of what happens, (2) practitioners should consider carefully the lessons to be learned from local variations because every case appears to have its contingencies that affect the process. The other two recommendations are addressed to those who would do further research: (3) future research which seeks to explain what it is that accounts for local variations could enhance our understanding of change, and (4) a number of methodological limitations of the present study should be addressed in future research attempts of this kind. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The overarching goal of the study was to add to the limited body of research that guides school districts in hiring and retaining engaged special education administrators (SEAs) by examining the relationship of personal characteristics, job demands and job resources and supports and how those variables impact Burnout. The research focused on the relationship between workplace resources and supports, such as workload, control, fairness, reward, community, and alignment of personal values, on the special education administrator’s experience of Burnout and job engagement. Additionally, the study considered whether that impact varied with individual characteristics of the administrator or of the school system. Two standardized instruments were used to collect data via online survey: one to measure occupational Burnout in individuals to determine degree of administrator Burnout and another to explore the multiple areas of work-life stressors. In addition, four open-ended questions were included in order to add detail and depth to survey data. The SEAs reported high levels Emotional Exhaustion, Depersonalization and Personal Achievement. The overwhelming workload of the role was well-established: however, workload alone was not a consistent indicator of Burnout. When combined with misaligned organizational values, a lack of control, an unsupportive social network or some combination of these factors, job Burnout was increasingly likely to take root. The study found the only demographic factors significantly related to SEA engagement were the years in the profession, the size of the school district, and the level of need of the children enrolled in the district.

Insolvency administrator and his role in insolvency proceedings Abstract The thesis deals with the professional requirements for an insolvency administrator and his status and activities in the insolvency proceedings. Considering the frequent amendments of the legislation regulating insolvency proceedings, including the rights and obligations of the insolvency administrator, this is a particularly relevant topic. The aim of the thesis is to provide a comprehensive overview of the conditions which must be met to become an insolvency administrator, what role the insolvency administrator performs in insolvency proceedings and what are his most important rights and obligations. The thesis is divided into six chapters. The first chapter deals with legal regulations governing the status and activities of the insolvency administrator and includes, in particular, two fundamental acts and their implementing decrees. The second chapter addresses the person of the insolvency administrator from a professional perspective, that is to say, what are the preconditions for obtaining permission to practise as an insolvency administrator and under what conditions the authorisation to practise ceases. Furthermore, the chapter covers the area of the list of insolvency administrators and the way in which insolvency...