Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 377-396).

Thesis (J.C.L.)--Catholic University of America, 2003. / Includes bibliographical references (leaves 51-54).

Thesis (M.Ed.)--University of Manitoba, 2005. / "9 March 2005"--T.p. Title taken from PDF title screen (viewed September 11, 2007). Includes bibliographical references (p. 133-136) and appendices.

Thesis advisor: John Baldovin / Thesis advisor: Thomas M. Groome / This thesis proposes a connection between the theology of the assembly and the education offered by the Society of Jesus in its schools. For young people, the school should be a place where they learn that life in community is the fullest form of life. Sacramentality is a constitutive dimension of the Church and the Christian faith, and inspires us to live our faith in all situations and circumstances. As a result, liturgy has a significant impact on the formation and transformation of the Christian community. It is essential that the liturgy is adequate to allow members to express their faith in God and experience God's life through the love they receive for the world. Although not all students in Jesuit schools are Catholic, the Jesuit school is an assembly where all members must develop a sacramental look at reality. Liturgy can be a link between all these elements, for when it is "sacramenally adequate," it is a source of nourishment and continual conversation for the faith life of a Christian community. In summary, this thesis argues that assembly theology and Jesuit education must go together to form a sacramentally adequate Christian community where the liturgy is a source of ongoing transformation and conversion. / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

No description available.

The problem of this study was to determine the adequacy of the professional preparation of the Catholic school superintendent for his role as the educational leader in the diocesan school system. The study was divided into the following subdivisions: 1) establishing evaluative criteria to measure the adequacy of the professional preparation of the Catholic school superintendent; 2) evaluating the professional preparation of the superintendent in the light of the established criteria; 3) proposing a program which might close the gap between the existing practices and the established criteria.

Thesis (M.Ed.)--University of hong Kong, 1987. / Includes bibliographical references (leaf 73-75) Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Also available in print.

Thesis advisor: LAURI JOHNSON / This qualitative case study explored stakeholders' perceptions of Catholic identity in one suburban parish school in Massachusetts. Over a three-month period, data was collected from semi-structured interviews with the pastor, principal and five teachers, an online parent survey, document analysis, and observations of school events. Five major themes emerged from the data about Catholic identity: the role of service, the connection between the parish and the school community, the role of prayer and spiritual formation, the focus on academic excellence and its tension with inclusivity, and the principal-pastor relationship. All participants also voiced concerns about how the school's Catholic identity would be affected by the transfer of the pastor and the formation of a new parish collaborative. While the responses of participants reflected many of the characteristics of Catholic identity identified in the literature, service to others and the spiritual leadership of the principal were most closely identified with a strong Catholic identity. The presence of the pastor was also linked to Catholic identity, although participants desired more involvement of the pastor in the school. Finally, no one associated this Catholic school with the evangelizing arm of the Church. Recommendations for further research include the effect of the parish collaboratives on parish schools, the role of the Catholic school in the "New Evangelization," and the role of special education and service in Catholic identity. / Thesis (EdD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This study arose out of experiences within the Parramatta Diocese, a large diocese located on the western edge of Sydney, associated with spiritual formation programs and initiatives within the diocese between 4 990 and 2004. These experiences reinforced the pivotal role of principals in encouraging and facilitating teacher spiritual formation and also identified a lack of role definition for principals in this area. The importance of the spiritual formation of teachers to the authenticity and vitality of Catholic schools signalled a need to clarify the principal's leadership role in the spiritual formation of teachers in Catholic schools in the Parramatta Diocese. The case study methodology utilised different data collecting methods including individual and group interviews, survey, document analysis and observation to draw different perspectives from teachers, principals, and personnel from the Catholic Education Office, Parramatta. The research explored the range of spiritual formation experiences valued by teachers, both within structured programs and in the day-to-day experiences within schools. It identified responses of teachers to spiritual formation, the challenges in this area, and the role of principals. The research findings suggest that the principal's leadership roles in the spiritual formation of teachers apply at the every-day cultural level of school experiences for teachers, where the principal shapes and strengthens experiences of Catholic culture for teachers, and the school community; at the whole school level, where the principal has a key role in strategic planning in relation to spiritual formation, in extending individual consideration to teachers, and in nurturing teacher leadership and co-leadership; and finally, at the diocesan level, where the principal has a stewardship role with other principals in relation to the long term spiritual formation of teachers. At the diocesan level the principal also participates in collaborative alliances with diocesan personnel which increase opportunities for teacher spiritual formation A fundamental leadership responsibility for principals is to nurture a spiritual base to their own leadership. Support for the spiritual formation of newly appointed principals and those aspiring to the role should be a system priority and would augment initiatives currently in place for experienced principals in the diocese. The research findings point to multiple leadership roles for principals in the spiritual formation of teachers. These findings expand and elaborate the existing role description for principals in Catholic schools in the Parramatta Diocese.