This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.

This thesis describes an action research enquiry into the marketing of a small independent girls, school in the West Midlands, of which the author was the headteacher. Chapter One outlines the research situation. In Chapter Two, literary perspectives are presented on the issues of educational marketing, independent education (with particular reference to girls), and the problems of marketing a contracting school. Chapter Three covers methodological issues. In the first spiral of the enquiry, the school's provision was analysed and new initiatives were undertaken to improve it. These are described in Chapter Four. Next, the views of parents were sought, to assist the school's management team to evaluate the success of these initiatives, and to acquire firmer knowledge about sources of students. Outcomes are presented in Chapter Five. Preparatory school headteachers were identified as important 'gatekeepers, in the process of transfer into secondary independent schooling. A series of interviews with prep school heads established their views on, and involvement in, the transfer process. These interviews are analysed in Chapter Six. Concerns expressed by the prep heads about their relationships with secondary heads, particularly of girls' schools, prompted the final cycle of this study: to compare the views of heads of independent girls' schools with those of the prep heads. These findings are outlined in Chapter Seven. Chapter Eight presents a summary of marketing problems revealed by the research findings, suggests further areas of research, and indicates the final outcomes for the author and her school.

The element of fairness in a performance appraisal system is essential for an organisation. If the system of an organisation is not fair, it may result in an employee being dissatisfied with the appraisal system and this may lead to extremes such as employee attrition. The purpose of the study was to examine educators’ perspectives of fair performance appraisal practices in selected independent schools in Gauteng Province, South Africa. The research approach adopted for the study was qualitative while the research design used was case study. Purposive sampling technique was used in the selection of the sample for this study. The findings of the study revealed that teachers think performance appraisal was conducted properly and the process helps to improve individual teaching output. The HODs believed performance appraisal was conducted in a positive and encouraging manner. The school principals also viewed the appraisal process positively, indicating that the competence of teachers and the quality of teaching and learning taking place in the school are assessed by doing performance appraisals. The different categories of the participants namely, teachers, HODs and principals believed that the process of performance appraisal was quite fair and recommended that there should be other tools for assessing the teachers’ ability. Furthermore, the teachers did not see the appraisal system as unfair, but proposed other effective ways of conducting the appraisal system. According to the HODs, the process is time-consuming and the principals were satisfied with the appraisal process but cautioned that the process would become unfair if bonuses are given to the teachers. In addition, the teachers submitted that the exercise can be unfair if assessment is based on incorrect or inaccurate information. A fair appraisal process is when all parties are open and communicate with one another, constructive and honest feedback is given as well as the use of agreed upon procedures consistently. In conclusion, to improve the effectiveness of performance appraisal practices, fair performance appraisal practices should be given utmost priority. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

This study deals with religious independent schools and its impact on society. The purpose of this essay has been to examine what various teachers from both religious independent schools and public schools have for perception of religious independent schools. The questions highlighted in the study is the teachers´ general view to religious independent schools, teachers´ perception of the Education Act " a denominational education, but a non- denominational teaching", and what teachers believe to be segregated or inclusive. The study has consisted of five qualitative interviews with different teachers, where three of them work at religious independent schools, while the other two teachers work in public schools. The study shows that there are prominent differences of approach to religious independent schools. Teachers who work at religious independent schools avert criticism of religious independent schools and argue that teaching in religious independent schools do not differ appreciably from the public schools. Instead can religious independent schools serve as a good alternative to the public school. While teachers from public schools sharply criticizes the religious independent schools and argue that these are not for everyone, but only for a specific group which can result segregation of society.

The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan. The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography. The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies. The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company. In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.

This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.

Recent legislation in Sweden mandates that all students beprovided access to a school library. In addition, schools areexpected to help students become independent and life-longlearners. Various national organizations stress theimportance of a school library in this process; however,reportedly independent schools use public libraries and theInternet for information activities instead. This studyexplores: 1) how independent schools in Sweden can meetboth government requirements to provide library accessand the information literacy demands of their students, and2) the function of digital libraries in this context. After acomparison of previous research, a qualitative method waschosen based on socio-cultural theoretical assumptions.Semi-structured interviews were conducted with aprincipal, a teacher, and a focus group of students from twoindependent schools. Through a process of open coding,important themes emerged concerning how libraries andinformation literacy are conceptualized. There is a strongtendency to see libraries in terms of a physical function(books on shelves) over social activities (e.g., integrationwith teachers, development of information literacies,collection management). Students rely first and foremoston Google during the information seeking process, but alsoconsult each other for help. There are also signs thatstudents are discouraged from asking their teachers for helpduring the information seeking process. The findingsindicate that current educator attitudes may hinder thedevelopment of digital school libraries. / Program: Biblioteks- och informationsvetenskap, Digitala bibliotek och informationstjänster

This study examines leader behavior in an independent school setting. Specifically, this qualitative phenomenological study explores the lived experiences of new heads of schools in independent schools located in Louisiana, Texas, and Oklahoma and their conceptualization of the skills required for the headship. The study explores the knowledge and skills new heads say they use as leaders, how the knowledge and skills they developed in their careers prepared them for leadership, and the ways in which they feel they might have been better prepared for leadership. The study uses the skills-based model of leadership as its theoretical framework, and its methodological approach and discussion of findings are influenced by the framework’s three main areas: knowledge, social judgment skills, and problem-solving skills. The study revealed three main types of knowledge relevant to independent school leader preparation: knowledge acquired through terminal degree or other formalized programs, practical knowledge acquired through professional experience, and institutional knowledge, i.e. knowledge unique to a head’s work in a specific school. The study also discusses three distinct ways in which new heads utilize social judgment skills: how they communicate, how they work with school constituents, and how they delegate work. The study suggests patience, deliberation, and listening are key factors in how new heads of school execute their problem-solving skills. The study also discusses other findings of note that are also relevant to the experiences of new heads of school. These include the feelings of loneliness and stress the participants felt as new heads as well as the personal and professional sources of support they sought because of those challenges. The study may be used to inform leader preparation programs oriented towards independent school leaders.

Christian Parent Controlled (CPC) Schools, which commenced in the 1960s, are a relatively small, but growing component of the non-government schooling sector in Australia. In 2001, they enrolled over 22 000 students in 85 schools. Very little research has been conducted on the values and practices of CPC schools and while these schools frequently assert that they promote explicitly Christian values, their foundational values have not previously been identified or recorded. This research identifies the key foundational values which are characteristic of these schools and examines the extent to which these values continue to influence the prevailing practices of these schools. Consideration is given to the implications of the relationship between foundational values and prevailing practices for the identity, development and leadership of CPC schools in Australia. The ability of these schools to articulate their foundational values and consider their prevailing practices in the light of these values should enhance their ability to understand their heritage, assess their current situation and plan their future. The research found that in general, prevailing practices in these schools give faithful expression to the foundational values; however, the research also identified a number of areas where CPC schools struggle to engage consistently with these values. As a result of this study, recommendations are proposed to assist national and school-based leadership in their strategic planning for the maintenance of these values and the future of these schools.

During the last decades, the public sector in Western democracies has undergone drastic changes. These changes have meant privatization and a more diverse service provision. Because of privatization, activities that were previously reserved for the public sector can now be conducted by the private sector. This has led to the traditional hierarchical model to be challenged by a new governing style throughmarket mechanisms, which was introduced during the 1980s. Both the hierarchical model and market model have since been supplemented by the network model that was introduced in the 1990s. The new organization has meant that steering is currently done in a complex environment with varying outcomes. In the foreground of the theoretical concepts that captures the development describedearlier is governance. The starting point of the governance perspective is that the traditional bureaucracy model for governing is challenged by new forms of organization and steering. In the early 1990s, it became possible, due to a change in legislation, to startindependent schools with public funding. This legislation change has had a major impact on the Swedish school system in terms of organization and steering issues. The purpose of this thesis is to investigate how the ideals of hierarchy, market andnetworking appear in the municipal steering of the local school system, and how these ideals affect the development and the intensity of the conflicts in the surveyed municipalities. The focus of the empirical study is three municipalities from the northern parts of Sweden, which are equal in terms of population, number of school pupils, the number of independent schools and with the samepolitical majority. The overall result of the thesis is that different governing ideals affect the levels of conflict in different ways. The municipality governed by marked ideals exhibit thehighest degree of conflict and the municipality governed by the network ideal exhibit lower levels of conflict. The municipality governed by the hierarchical ideal in the middle of the conflict scale.