Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 11, 2005. Dissertation Committee: Ronald L. Laymon (chair), Jay Goeldi, Ronald Halinski, Dale Jackson, Larry Kennedy. Includes bibliographical references (leaves 118-122) and abstract. Also available in print.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 169-173).

Report (M.S. Ed.)--Virginia Polytechnic Institute and State University, 1994. / Includes bibliographical references (leaf 26). Also available via the Internet.

Many changes were taking place in schools and local government while this thesis was being developed during 1992 and 1993. An historical perspective of the impact of legislation on education is followed by a description of the emergence of school development planning. The literature on school effectiveness and improvement, together with that on inspection and advice, are the contexts for consideration of change and quality in schools. Data from every LEA in the UK is linked with interview data from a sample of LEAs with schools engaged in an ESRC-funded research project. Additional information from national education offices and from other research carried out during the same period is used to triangulate perceptions. Insights from this range of data are then presented in two sections: the implications for LEAs and schools are explored and characteristics identified. The evidence indicates that the strategic role of LEAs has been significant in the introduction of primary school development planning. The implementation of policies that have been mandated by central government since 1988 have increasingly depended on schools' ability to prioritise within their own planning. The impact of these policies on the performance, accountability and strategic capacity of community services is considered. Particular consideration is given to collaboration between services, the power shift away from elected members of LEAs towards school governors, and the scope for effective leadership in education. The implications for the deployment of resources and re-orientation of responsibilities throughout the education service and teaching profession are far-reaching. Conclusions about the appropriateness of networking, of competition, and of new patterns of bureaucracy vary in different parts of the UK. In the wake of recent legislation affecting education and local government, a new initiative is needed to revitalise strategic systemic planning and inter-school collaboration.

While the mission and ‘core business’ of schools has always been directed towards the education and pastoral support of the children, the staff who work to fulfil the mission and business have received less attention. With recent media reporting on anticipated teacher shortages, pedagogical issues and the quality of teaching the focus has shifted to the staff in schools. With evidence linking student achievements and academic outcomes to teacher impact, recruitment and retention have become significant issues, particularly in independent schools where parental expectations are high. Expertise in relation to human resource (HR) activities such as recruitment and retention, staff management and staff development, however, is not well developed in schools. This study therefore seeks to explore and understand staff management using a framework based on human resource management (HRM). It also examines the recent trend of appointing dedicated Human Resource (HR) practitioners to independent schools and the reasons behind these appointments. A qualitative research approach was adopted in order to better understand the issues and reveal the complexity that surrounds them. In all, seven independent schools were purposely selected from urban Western Australia, and the principals, finance directors and HR practitioners from these schools were interviewed to gain their perspectives. The conceptual framework draws on the business-derived human resource management (HRM) and the HR activities within this domain. The analytical framework used was that of the ‘hard’/ ‘soft’ duality contained within HRM, which allowed tensions, such as that between ‘independent schools as businesses’ and independent schools as ‘communities with heart’, to be highlighted and examined. The interviews revealed a broad understanding and knowledge by respondents of HR activities considered ‘necessary’ for the recruitment, and the day-to day management of staff, including remuneration, and to some extent, induction and performance management systems. Most revealing in these schools was the lack of structure and strategy in the implementation of the various HR activities and ways to work through the hard/soft duality. By way of contrast, the HR practitioners appointed to five of the independent schools had a broad based knowledge of all HR activities and were attempting to ‘educate’ those in schools about HRM and what the function, collectively applied, could do for them. They encountered entrenched attitudes and, in some schools, resistance caused by misunderstandings associated with both the role and function. The thesis concludes with implications and recommendations for independent school leaders on the application of HRM in their schools. By re-thinking the paradigm of staff management in this way, and through the adoption of a systematic and holistic approach using the suite of HR activities, both hard and soft, the research points to the potential for improvements in the quality of teaching staff recruited and retained, and ultimately also in student outcomes.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

The main aim of this study was to investigate the perceptions of stakeholders regarding reputation in schools in Fezile Dabi district. A qualitative approach was used. Multiple sources of data collection included semi-structured interviews, documents and visual data in the form of photographs. A literature review revealed that reputation management is imperative for schools to survive and continue existing. Determination of factors that contribute to good reputation and those causing bad reputation is important before school managers can embark on reputation management. Reputable schools attract more learners and resources because of the culture of learning and teaching in these schools. Four sites were purposefully selected and twenty internal and external stakeholders participated. The research sites were made up of two primary and two secondary schools all Quintile 1 and 2 schools. The study revealed that factors contributing to good reputation in the participating schools included: effective teaching, emotional appeal, clean physical surroundings, good leadership and management, involvement of parents and effective financial management. It was found that all participating schools had good academic results and received awards in sport and music, involvement in extra-curricular activities was regarded as a norm in these schools, thus they were boasting of high enrolment of learners. There were however, causal factors to bad reputation such as external factors- lack of leadership and management at district level and lack of skills regarding dealing with media. Internal factors included misbehaviour of learners and ineffective management. School managers in these schools were not creative and innovative in the use of strategies to strengthen reputation in their schools. The focus was only on effective teaching and extra-curricular activities. No new strategies were adopted by school managers to adapt to the changing school environment to ensure continued reputable schools. / Thesis (MEd (Education Management))--North-West University, Vaal Triangle Campus, 2013

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.