A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, South Africa, 2014 / Effective time utilisation leads to greater freedom to use time as one would like to: to do more of the things one has always wanted to do; in short to enjoy life more. Like in any other business organisation, time for planning, organising, leading and controlling is managed carefully. The principal needs time to perform all the above mentioned tasks. In this study, the author accentuates that it is disconcerting that from time to time, there are schools that do not even have a time table when the schools open at the beginning of the year. It would be interesting to know how much time might be wasted as a result of a lack of planning, lack of priorities, paperwork and reading, meetings, unclear objectives, procrastination, lack of delegation, incompetent subordinates and many other time wasters. The purpose of the study was to determine the school principal’s understanding of the time management task and explore how effective school principals manage time in performing their different tasks. Fifty principals from Phumelela and Umbumbulu Circuits, under the Umlazi District completed a survey questionnaire and semi structured interviews were conducted. The researcher was able to determine the pattern of time usage. The findings revealed that factors hampering time management include among other things meetings that principals have to attend, departmental expectations, visitors, the organisational stress, administrative obligations and inability to differentiate between urgent and important matters to attend to hampers the principal’s time management tasks. The study among other things recommended that the provincial education departments need to provide appropriate training for school governing bodies that a well organised and goal directed system should operate to control school visitors in the schools’ interest.

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The purpose of this study was to use quantitative data to answer the overarching question, what behaviors develop mutual trust, and what is its association to job satisfaction? This study expanded on the research of Tschannen-Moran, considering mutual trust and job satisfaction. Using quantitative research, the researcher considered the five constructs of trust originally identified by Hoy and Tschannen-Moran to determine what behaviors are needed on the part of the principals and teachers to develop mutual trust and if there is an association between mutual trust and job satisfaction. The quantitative data were collected from four schools in a medium-sized rural school division in Virginia. Survey questions were developed with the five constructs of trust from Tschannen-Moran's research as the foundation and provided information on principals' and teachers' behaviors. Most questions were formatted to use a 5-point Likert scale; however, two open-ended questions provided more specific information on behaviors needed to develop mutual trust. Through analysis of the data, the researcher found that the development of trust is primarily the result of the behaviors of the principals. Further, there are differences between the perceptions of principals and teachers regarding behaviors needed to develop trust. This information is helpful for future educators, both principals and teachers. As part of an individual's preparation for a career in education, it is beneficial for them to have some understanding of how to develop a trusting relationship in a school between a teacher and principal. Current administrators need to understand if there is an overall culture of trust in the school they lead, and if not, where the gap in trust is. / Ed. D.

The role of the school principal is second only to classroom instruction in terms of its impact on student achievement. Due to the evolving needs of students, schools, and school districts, the training of new principals should not end once they assume their first position. Research shows that while preparation programs designed to accredit new principals are critical, a growing body of literature is calling attention to the importance of professional growth opportunities that will further the development of educational leaders and address the day-to-day challenges of the role. To support this need, a number of research-based programs that are aligned with national educational leader standards create potentially valuable opportunities for ongoing professional development for principals. This qualitative study was designed to describe the perceptions and experiences of the recently appointed principals who participated in the Virginia Tech School Leaders Institute Recently Appointed Administrator Program (RAAP) and to examine how the RAAP contributed to their leadership development as a principal. Specifically, two questions guided this study: 1) How did principal participants indicate the RAAP contributed to their role as a principal? 2) What were the perceptions of principal participants regarding the impact of the RAAP on their leadership development? Three sources of data were used to generate findings: a demographic survey, primary data in the form of the transcription from a single focus group interview, and secondary data in the form of reflective synopses from 16 participants who took part in either the 2017, 2018, or 2019 program year. Four major findings supported by participant statements arose from this study: (a) participation in the RAAP informed them of the benefits of self-reflection and the awareness of self-care and balance as a principal, (b) by participating in the RAAP they found value in networking and building collegial relationships to overcome challenges as a recently appointed principal, (c) participation in the RAAP strengthened their leadership skills and increased their confidence, and (d) participation increased their knowledge and their ability to create actionable steps to support and implement new initiatives and programs in their schools. Implications for practice and suggestions for future research are discussed. / Doctor of Education / This qualitative study was designed to describe the perceptions and experiences of the recently appointed principals who participated in the Virginia Tech School Leaders Institute Recently Appointed Administrator Program (RAAP) and to examine how the RAAP contributed to their leadership development as a principal. Two questions guided the development of this investigation: 1) How did principal participants indicate the RAAP contributed to their role as a principal? 2) What were the perceptions of principal participants regarding the impact of the RAAP on their leadership development? Three sources of data were used to generate findings: a demographic survey, the transcription from a single focus group interview, and secondary data from the reflective synopses of 16 participants who took park in either the 2017, 2018, or 2019 program year. Four major findings arose from this study: (a) participants indicated that participation in the RAAP informed them of the benefits of self-reflection and the awareness of self-care and balance as a principal, (b) participants indicated that by participating in the RAAP they found value in networking and building collegial relationships to overcome challenges as a recently appointed principal, (c) participants indicated that participation in the RAAP strengthened their leadership skills and increased their confidence, and (d) participants indicated that participation increased their knowledge and their ability to create actionable steps to support and implement new initiatives and programs in their schools. The findings from this study reinforce cited research on the importance of ongoing leadership development training and professional learning experiences beyond principal preparation programs for the recently appointed principal.

Self-efficacy beliefs are evaluations people make about their capability to handle specific, future challenges. Self-efficacy belief levels predict actual success. Public school principals face ever-changing challenges. Understanding school principal self-efficacy beliefs and supporting the development of these beliefs is one way supervisors can help the future effectiveness of school principals. There are four main sources of information used to develop self-efficacy beliefs. These four sources of information are: mastery learning, vicarious learning, verbal persuasion, and emotional arousal. This multiple case study research examined the factors that influenced self-efficacy beliefs of elementary school principals prior to facing a personally meaningful challenge. The overall research question was: What Factors Attend to the Domains of Self-Efficacy Belief Formation in School Principals? The purpose of the research was to understand what information influenced the mindsets of principals as they formed their initial self-efficacy beliefs prior to facing a personally meaningful challenge. / Ed. D.

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School leaders are charged with the articulation of a clear vision for bringing about school change and providing students with an instructional program that promotes optimal learning (ISLLC, 2015). The purpose of this study was to examine secondary school principals' perceptions of professional development to achieve and/or maintain school accreditation. The study used a quantitative non-experimental research method along with simple descriptive statistics to analyze professional development experiences of principals and principal perceptions. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools. The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research. ' / Ed. D. / The purpose of this study was to examine secondary school principals’ perceptions of professional development to achieve and/or maintain school accreditation. The study included Virginia secondary schools in Region 2. Region 2 consists of 16 different school divisions with a total of 63 middle schools and 53 high schools (see Appendix A). The research measured alignment of professional development to national ISLLC standards revealed in the literature review. Further examining relationship among relevance, quality, duration, format and differentiation of professional development for principals and variables such as school accreditation status. The research findings identified professional development experiences that were grouped by the following administrative themes: administrative, culture, data analyzing, instruction and technology. Approximately 99% of the professional development experiences were presented to principals face-to-face. All (100%) of the professional development experiences were aligned with the national ISLLC standards. Principals in the research study participated in only four online professional development experiences. Principals assigned to fully accredited schools accounted for 54.5% of the professional development experiences. Principals assigned to schools rated conditionally accredited reconstituted accounted for 28.7% of the professional development experiences. Implications for practice for improving the work of principals in secondary schools are recommended, as well as suggestions for future research.

Cette thèse s'intéresse aux effets de l'environnement concurrentiel de l'entreprise sur la rémunération incitative et sur l'effort de son dirigeant. Elle comporte trois essais, traitant chacun d'un aspect spécifique de cette problématique. En premier lieu, nous étudions, au travers d'un modèle théorique, le schéma de rémunération optimal et le niveau d'effort à l'équilibre. L'effet de la concurrence est analysé par l'entrée d'une entreprise sur un marché monopolistique. Ainsi, nous comparons les schémas de rémunération et le niveau d'effort du dirigeant entre ceux caractéristiques d'une situation de monopole et d'un duopole à la Cournot. Ce modèle est ensuite étendu à l'hypothèse d'aversion à l'inégalité. Nous montrons que l'entrée d'une entreprise affecte négativement la rémunération incitative et le niveau d'effort. Aussi, face à un dirigeant averse à l'inégalité, l'entreprise doit proposer une rémunération plus élevée afin d'implémenter le même niveau d'effort. En second lieu, nous examinons grâce à l'outil expérimental les prédictions théoriques de ces deux modèles. Nous confirmons ainsi que l'entrée d'une entreprise sur le marché réduit la rémunération incitative du dirigeant. En revanche, malgré cette réduction, le dirigeant continue à fournir le même niveau d'effort. Enfin, en troisième lieu, nous introduisons dans une nouvelle expérience la compétition entre les dirigeants en créant un différentiel de rémunération. Nous montrons que cette compétition permet à l'entreprise de réduire encore la rémunération de son dirigeant en duopole. De plus, le dirigeant compare sa rémunération avec le profit de son entreprise d'une part et avec celle de l'autre dirigeant d'autre part et cette double comparaison affecte son niveau d'effort. / This dissertation analyzes the effects of the competition on the managerial incentives and effort. The dissertation is made of three essays, each dealing with a particular aspect of the general setting. Firstly, based on a model, we focus on the compensation schemes and the effort level of the manager in equilibrium. We examine the effects of a firm entry on the monopolistic market on these schemes and on the effort level. In this model we then introduce an additional assumption that managers are averse to inequity. We show that the firm entry affects negatively both the incentive compensation and the effort level. Furthermore, the firm has to propose a high compensation so as to implement the same effort level if the manager is inequity averse. Secondly, we test the theoretical predictions of these models in the laboratory. We confirm that the firm entry reduces the incentive compensation. In return, the manager continues to supply the same effort level in spite of the reduction of the incentive compensation. Finally, we implement, in a new experiment, the competition between the managers. We show that the competition allows the firm to reduce the compensation for her manager in the duopoly environment. Furthermore, the manager compares his compensation to the firm's profit and to the other manager's compensation. These comparisons have significant effects on the manager's level of effort.

The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the context of the practice of multicultural education and Hispanic student achievement. Through the recounting of the principals’ personal stories, experiences, and artifacts, several themes emerged in the analyses of the data collected for this study: multicultural education, effective schools, and culturally Responsive Leadership. Subthemes for the study included high expectations, collaboration, relationships, empowering school culture, equity pedagogy, communication, vision for success, Hispanic principal leadership, and Hispanic student achievement. Findings for the study further revealed that: 1. Each of the five principals articulated, supported, and fostered a culture of high expectations. 2. Collaboration, among staff, students, and the extended learning community, was a designated priority in these high-performing schools. 3. Principals in each of the five high schools understood the significant value of developing, nurturing, and maintaining productive, caring relationships. 4. Principals understood the value of creating a school culture that empowered students and staff to aspire toward quality teaching and learning. 5. Principals understood and worked vehemently to provide equity pedagogy which addressed the needs of all students. 6. Principals understood the power of varied forms of communication in shaping and supporting the mission of their schools. 7. Principals in these high-performing schools developed and steadfastly articulated a clear vision of success for their schools. 8. Hispanic principals provided unique, relevant, and effective leadership in support of their Hispanic students. 9. Neither school/community demographics nor socioeconomic status determined the potential for Hispanic student success in each of the schools led by the study’s participants. While each of the principals in this study used a variety of means to create and support learning environments conducive to all students, each assumed personal responsibility for the success of his/her students, and each worked to empower their Hispanic students through his/her own personal histories and experiences. Thus, the significance of this study lies in the potential to impact Hispanic student achievement by developing school leaders and creating school structures that support culturally diverse students.

This study is concerned in reducing high dimensionality problem of auxiliary variables in the calibration estimation with the presence of nonresponse. The calibration estimation is a weighting method assists to compensate for the nonresponse in the survey analysis. Calibration estimation using principal components (PCs) is new idea in the literatures. Principal component analysis (PCA) is used in reduction dimension of the auxiliary variables. PCA in calibration estimation is presented as an alternative method for choosing the auxiliary variables. In this study, simulation on the real data is used and nonresponse mechanism is applied on the sampled data. The calibration estimator is compared using different criteria such as varying the nonresponse rate and increasing the sample size. From the results, although the calibration estimation based on the principal components have reasonable outputs to use instead of the whole auxiliary variables for the means, the variance is very large compared with based on original auxiliary variables. Finally, we identified the principal component analysis is not efficient in the reduction of high dimensionality problem of auxiliary variables in the calibration estimation for large sample sizes.