Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (MEd(Education Management and Policy Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vi, 128 p. : ill. Includes abstract. Includes bibliographical references (p. 115-121).

Thesis (Ph. D.)--University of New Orleans, 2005. / Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Administration"--Dissertation t.p. Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education in the Department of Foundations Of Education at the University Of Zululand, 2017 / This study examined the role of the principals in bringing about quality results in schools at UMkhanyakude District. I explored the topic by consulting the relevant literature on the Instructional role of the principals as leaders in schools to enhance academic performance. I followed a qualitative approach making use of observations and interviews conducted with both primary and secondary school principals in nine selected schools. The data collected were arranged under selected themes and critically analysed and interpreted. The objectives of the study were to investigate the principals’ influence on the learner achievement, to determine how principals practically embrace constitutional values in their leadership role and to identify the leadership styles principals employ to facilitate participation of stakeholders in decision making and to determine the principals’ role in improving the classroom instruction. The findings reveal that the success of the school depends on the leadership role of the school principal, in guiding and leading all the school stakeholders to work toward the achievement of the school vision and goals. This approach required the principals to take a quantum leap and change the way they think about their roles and responsibilities in school. The findings proved that school principals play the most influential role in bringing about quality results at school, the majority of principals still confuse instructional leadership with curriculum management, principals do not understand the power of their influence to direct school activities and fail to use invitational and emotional intelligent leadership styles to involve stakeholders from the community in solving community-related challenges. Principals must be empowered with relevant skills to enable them to perform their leadership roles as proposed by the Department of Basic Education.

Thesis (Ph.D.)--University of Melbourne, Dept. of Education Policy and Management, 2003. / Typescript (photocopy). Includes bibliographical references (leaves 237-255).

Thesis (Ed. D.)--West Virginia University, 1998. / Title from document title page. "October, 1998." Document formatted into pages; contains xii, 119 p. Includes abstract. Includes bibliographical references (p. 98-107).

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains viii, 76 p. Includes abstract. Includes bibliographical references (p. 53-59).