Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 96-101).

Thesis (Ph.D.)--University of Western Sydney, 2009. / A thesis presented to the University of Western Sydney, College of Arts, School of Psychology in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains vii, 204 p. : ill. Includes abstract. Includes bibliographical references (p. 167-179).

Thesis (M. Ed. (Education))--Rhodes University, 2004. / In partial fulfilment of the requirements for the degree Masters in Education (Educational Leadership and Management).

AbstractBakgrunden till föreliggande studie är att skolutveckling är ett område som ofta prioriteras bort för specialpedagoger framför andra specialpedagogiska arbetsuppgifter som undervisning enskilt eller i grupp, dokumentation eller andra administrativa arbetsuppgifter. Detta gjorde mig intresserad av att undersöka hur specialpedagogens kunskaper kommer till användning inom skolutveckling. Syftet med föreliggande studie är således att undersöka hur specialpedagogens kunskap och kompetens inom skolutveckling kommer till användning i skolans verksamhet. Studien syftar även till att belysa vad som är betydelsefullt för framgångsrik skolutveckling i skolans organisation. Studiens frågeställningar är:•Hur arbetar specialpedagoger med skolutveckling?•Vad möjliggör och begränsar specialpedagogers arbete med skolutveckling?•Vad är betydelsefullt i organisationen för att lyckas med skolutveckling?Föreliggande studie bygger den empiriska delen på underlag ifrån fyra grundskolor i tre kommuner. Respondenterna som inkluderades i studien är fyra rektorer som har gått rektorsprogrammet och fyra utbildade specialpedagoger. En rektor och en specialpedagog intervjuades från varje organisation. Rektor och specialpedagog skulle även ha arbetat tillsammans i mer än sex månader, för att ha haft möjlighet och kunnat påbörja utvecklandet av en organisation för skolutveckling. En kvalitativ metod har använts med semistrukturerade intervjuer för att på ett naturligt sätt kunna ställa följdfrågor till respondenterna. För att bearbeta och analysera det insamlade materialet användes en kvalitativ innehållsanalys, för att kunna analyser intervjuerna med fokus på likheter och skillnader. Resultatet visar att arbetet med skolutveckling är ett arbetsområde som är svårt för specialpedagogerna att nå framgång i och specialpedagogerna får inte mandat till att arbeta med skolutveckling. Resultatet påvisar även för att det ska bli en framgångsrik organisation och för att lyckas med skolutveckling är det betydelsefullt med en tydlig ledning som organiserar och strukturerar arbetet med skolutveckling. Studien ger en inblick i hur viktigt specialpedagogers eget engagemang och med egen kraft hävda sin yrkesroll för att få mandat och legitimitet att utföra de arbetsuppgifter som specialpedagogutbildningen motsvarar. Studien bidrar även med kunskap om vad som är betydelsefullt för att lyckas med skolutveckling, i framgångsrika organisationer är det viktigt hur den interna organisationen är organiserad och det är avgörande med en kompetent och engagerad rektor som organiserar och strukturerar det pedagogiska ledarskapet som främjar en lärande och en samarbetande kultur i riktning mot kunskapskraven. Studiens kunskapsbidrag är värdefullt för nyutexaminerade specialpedagoger, verksamma specialpedagoger, rektorer samt skolledare. / AbstractThe background to the present study is that school development is an area, which is often neglected for special educators in favor of other job assignments, such as teaching, individually or in groups, documentation, or other administrative work tasks. This made me interested in examining how the knowledge of special educators is taken into consideration within school development. Therefore, the aim of the present study is to examine how special educators’ knowledge and competence regarding school development is utilized within schools. In addition, the aim is to illuminate relevant aspects of successful school development within the school organization. The problem statements of the study are:•In what ways are special educators working with school development?•What facilitates as well as limits the school development work of special educators?•Which organizational aspects are important for a successful school development?The empirical data of the present study comes from four compulsory schools in three municipalities. Respondents in the study are four principals, who previously have participated in the school leadership program, and four qualified special educators. An inclusion criteria for the respondents was that one principal and one special educator had worked together for at least six months in order to have started a collaboration in developing an organization for school development. A qualitative design was chosen, using individual semi-structured interviews, which allow for follow-up questions. A qualitative content analysis was chosen, which focuses on differences and similarities in the data. Findings show that school development is an area which is difficult for special educators to succeed in, and that they are not given the mandate to work with school development. Findings also indicate that in order to be a successful organization that ensure school development, it is important to have a distinct management that organizes and structures the work regarding school development. This study highlights the importance of special educators’ being participating as well as claiming the value of their profession in order to obtain the mandate and the legitimacy to perform the work tasks that their education has prepared them for. In addition, the study contributes with knowledge regarding important factors in successful school development: in successful organizations it is important how the internal organization is organized. A decisive element is having a competent and committed principal who organizes and structures a pedagogical leadership, promoting a culture characterized by learning and cooperation in relation to the knowledge requirements. This study contributes with valuable knowledge to recently graduated special educators as well as already active special educators, principals, and school managers.

The overall purpose of this study was to identify and illustrate leadership practices of exemplary teachers and their principals. Specifically investigated were the perceptions of Florida's Teachers of the Year 2000 and their principals in the context of the Kouzes and Posner (1993, 1995, 1997) Model of Leadership. The research population consisted of 67 Florida Teachers of the Year 2000 and 60 respective principals. The problem of the study was to explore the extent to which: (a) principals and Teachers of the Year perceived themselves as leaders, (b) principals' perceptions and teachers' perceptions differed regarding their principals' leadership, and (c) principals facilitated leadership in their Teachers of the Year. The study focused primarily on the identification of the five leadership practices of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Data derived from the Leadership Practices Inventory (LPI-Self and LPI Observer) were used in the analysis of the first four research questions. Percentages, means, range of scale scores, standard deviations, and one-way analysis of variance (ANOVA) were employed. Research questions five through eight were investigated using descriptive data acquired during oral and written interviews. Responses were recorded, categorized and discussed. It was concluded that Teachers of the Year and their principals perceived themselves as leaders and that they used all of the leadership practices to some extent. Teachers cited their own frequent use of Encouraging, Enabling and Modeling practices. Principals identified Enabling and Modeling as their most frequently used practices. They, more than their teachers, believed they served as enablers and modeled the behaviors associated with these two practices. Teachers, regardless of school level, shared similar perceptions of their principals' leadership practices. It was 'Concluded that while teachers and principals used Modeling most often to describe teacher leadership, Enabling and Encouraging were the major actions of principals that contributed to the leadership of the teachers in this study. Blocks identified were related not only to organizational "lack of administrative support," but also to inherent conditions such as "equal status," "stress," "lack of opportunity," "lack of time" and "lack of reward." Findings and conclusions of this study support previous research on the connections between teacher and principal leadership. Outcomes show that increased understanding of leadership practices could be used to design conditions fostering teacher leadership. Implications for practice include administrative and teacher leadership training, leadership mentors, increased communication, leadership visibility and collegial exchange. A critical need was demonstrated to extend the variety of leadership practices principals employ. Increased development of leadership practices among principals will ultimately contribute to teacher leadership in Florida schools.

校長是學校的掌舵者，也是形塑學校組織文化的導引者。研究想透過四大研究問題（一）榮獲六項特優之校長如何擬定校務發展計畫及學校願景。（二）榮獲六項特優之校長主要的領導理念、如何帶領學校同仁達成預期發展目標。（三）榮獲六項特優之校長如何促使學校行政、教師會及家長會良性互動，共創三贏。（四）榮獲六項特優之校長的用人哲學。瞭解校務評鑑榮獲六項特優學校校長領導之特性。 本研究採深度訪談法，以榮獲臺北市國中校務評鑑六項皆特優之校長為訪談對象，輔以研究者自行設計之開放式問卷，請六所學校各一位主任、組長、教師與家長，分別就其所觀察校長領導之作為，協助填答，研究結論如下： 一、校長高瞻遠矚，都把學校願景與校務發展目標弄清楚，所有問題看短程、中程及長程三個方向。 二、學校組織的控制與管理，有了願景與校務發展目標、有人員、有組織，要如何控管？問題來了要怎麼解決？都能列出問題的先後緩急，並提出解決之道，達成預期目標。 三、 要了解學校組織結構文化，並與社區家長建立良好關係。學校組織注重的就是團隊合作，整合協調團體的力量，才能共創三贏。 四、 要知人善任，激勵同仁，充分了解學校同仁努力及所獲得的成果，多鼓勵、多獎賞，提供資源，支持同仁改革創新。 本研究建議如下： ㄧ、以校長評鑑制度及提供師傅校長的支持系統，促進校長專業成長與獲得應有的協助。 二、建立正確領導理念，要有好的領導績效，可從願景、品格、人性、學習、影響力等方向努力。 三、努力修練成為第五級領導人，除堅持教育專業理念外，應以人性關懷的謙和態度，耐心傾聽與接納同仁、家長意見。 四、堅守用人唯才原則，盡心盡力，無愧良知。 / A principal is the head of a school and a director who shapes the school culture. This study attempts to understand the characteristics of the leadership of principals of six Taipei municipal junior high schools evaluated as excellent in school affairs. This study explores four research questions: 1. How do these principals devise their plans of school affairs development and their school vision? 2. What are the main leading concepts of these principals and how do these principals achieve their goals with their staff? 3. How do these principals encourage good interaction among the school administration, the Teachers Association, and the Parents Association? 4. What are the employment concepts of these principals? The in-depth interviews are used as the research method in this study. Six principals are interviewed. Their junior high schools are evaluated as excellent in school affairs. In addition, an open questionnaire devised by me is answered by one office director, one section chief, one teacher, and one parent of each school. Through their observation of their principal’s leadership, they filled out the questionnaires. The conclusions are as in the following: 1. These principals see far and think big. Their school visions and school development goals are very clear. They see everything in three directions: the short-term, mid-term and long-term. 2. With the visions and school development goals, with employees and organizations, these principals know exactly how to control and manage the school organization, and they know how to solve problems. They can always solve problems according to their priority and achieve their goals. 3. These principals understand the school culture. They establish good relationship with parents and the community. Team work is the focus of their school organizations. Good integration and coordination is the key to win-win situation. 4. These principals know how to choose the right person for the right position. They understand how hard the staff works and how great are their efforts. With appreciation and encouragement, they know how to inspire the staff, how to provide resources to the staff, and how to support the staff to try something new. The suggestions of this study are as in the following: 1. The principal evaluation system and the support system of “the master principal” should be established to help principals’ professional development. 2. Good leadership effects come from correct leadership concepts. Principals can try to improve their visions, characters, personality, learning, and influences. 3. Principals should try hard to be the fifth-grade leaders. In addition to their professional concepts, they should listen to and accept opinions from staff and parents with modest attitude. 4. Principals should employ the right person for the right position. They should always try their best and follow their conscience.

摘要 本研究採問卷調查法，針對雙北(臺北市、新北市)高級中學教師就校長正向領導、教師專業學習社群與學校創新經營之關係進行探討。寄發 650位教師樣本，回收問卷491份，回收率為 75.54%。有效問卷 461 份，有效問卷回收率為 71 %。首先以平均數、標準差等來描述雙北高級中學校長正向領導、教師專業學習社群與學校創新經營的現況；另以平均數差異考驗(t-test)和單因子變異數分析(One-Way ANOVA)來檢定不同背景變項的雙北高級中學校長正向領導、教師專業學習社群與學校創新經營之知覺反應差異情形；再以Pearson 積差相關檢視其相關性；最後再採逐步多元迴歸分析法，考驗校長正向領導與教師專業學習社群之各分層面對學校創新經營的預測力。最後，將研究發現，提出建議，以供未來相關研究作參考。 壹、高級中學校長正向領導、教師專業學習社群及學校創新經營之現況 貳、不同背景變項在校長正向領導、教師專業學習社群及學校創新經營之差異情形 参、校長正向領導、教師專業學習社群及教師教學創新呈現正相關情形 肆、校長正向領導、教師專業學習社群對學校創新經營具有預測作用，以「分享教學實務」層面的預測力最佳 一、學校創新經營「行政管理創新」層面四個變項的聯合預測力達65.5% 二、學校創新經營「課程教學創新」層面四個變項的聯合預測力達67.3% 三、學校創新經營「學生活動創新」層面三個變項的聯合預測力達64.7% 四、學校創新經營「資源運用創新」層面五個變項的聯合預測力達68.1% 五、學校創新經營「校園環境創新」層面四個變項的聯合預測力達62.1% 六、學校創新經營整體層面五個變項的聯合預測力達80% 根據研究發現，本節將依據主要研究發現及結論，提出具體建議，以供教育行政機關及學校行政單位、高中教育相關人員及後續研究參考。 關鍵詞：校長正向領導、教師專業學習社群、學校創新經營 / Abstract In this study, a questionnaire survey was conducted to explore the relationship among the positive leadership of principals, professional learning community of teachers and school innovation management in high school teachers of Taipei City and New Taipei City. 650 samples were sent and 491 samples were collected. The recovery rate was 75.54%. There was a total of 461 valid questionnaires and a valid response rate of 71%. First, using the average, standard deviation and etc. to describe the current status of positive leadership of principals, professional learning community of teachers and school innovation management in high schools of Taipei City and New Taipei City; second, use t-test and One-Way ANOVA to examine the perceptual response differences among positive leadership of principals, professional learning community of teachers and school innovation management in the high schools of the two cities with background variables; then, use Pearson product difference to review the correlations; last, with multiple stepwise regression analysis to test the predictability of positive leadership of principals, professional learning community of teachers and school innovation management. Finally, the study results will make recommendations for future reference. I. The current perceptual situation of positive leadership of principals, professional learning community of teachers and school innovation management in high schools is in good condition. II. Different background variables are found in positive leadership of principals, professional learning community of teachers and school innovation management III. The positive leadership of principals, professional learning community of teachers and school innovation management show a positive correlation IV. The positive leadership of principals, professional learning community of teachers and school innovation management have a predictive effect, the level of “sharing teaching practice” has the highest predictability. 1. A level of four variables in school innovation management “Administrative Management Innovation” has reached a predictability of 65.5%. 2. A level of four variables in school innovation management “Curriculum Instruction Innovation” has reached a predictability of 67.3%. 3. A level of three variables in school innovation management “Student Activities Innovation” has reached a predictability of 64.7%. 4. A level of five variables in school innovation management “Resource Utilization Innovation” has reached a predictability of 68.1%. 5. A level of four variables in school innovation management “Campus Environment Innovation” has reached a predictability of 62.1%. 6. A total of five variables in school innovation management has reached a predictability of 80%. According to research study, it is hoped that the findings of this study can lead to substantial suggestions for the reference of educational administration, school administrative unit, high school personnel and further studies. Keywords: positive leadership of principals, professional learning community of teachers, school innovation management