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 March 7, 2008) Includes bibliographical references.

Theses (Ed. D.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains viii, 130 p. Bibliography: p. 99-112.

This study was prompted by the findings of a preliminary visit by this investigator to selected schools in the Mafikeng Area Office (AO) which revealed that some principals are overwhelmed by the work facing them in implementing policies. This study there fore seeks to understand, in an in-depth way. how principals respond to, react to and are affected by policy change both personally and professionally. The central question investigated in this study is: What are the experiences of high school principals regarding the implementation of the National Curriculum Statement? Two methods of investigation were used in this study. The first was a review of related literature on the topic and the second was an empirical investigation. This was an exploratory study undertaken within the qualitative research tradition and using the social constructivist framework. The information was gathered from high school principals from different geographical areas in urban and rural schools regarding the implementation of the National Curriculum Statement. The interview method was chosen by the researcher in order to obtain in-depth information from well experienced high school principals. The participants in this study consisted of six principals of high schools in the Mafikeng Area Office, three from rural urea schools and three from urban area schools. These participants were purpose fully sampled because of their experience and familiarity with the process of policy change in schools. Responses from each participant were analyzed for key themes and then summarized and patterns sought according to questions posed during the interview. Findings from the study revealed that principals have encountered challenges in the implementation of curriculum changes in general as teachers are frustrated by not being considered when changing curriculum. The manner in which curriculum is implemented in schools confuses principals, teachers, parents and the learners. It is recommended that high school principals as head of schools be trained and guided on matters related to curriculum implementation so that they assist teachers and learners. Curriculum planners need to involve principals as key agents of change in the school system. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2012

Various research reports have indicated that principals are faced with a great challenge in the implementation 9f school policy. It is also indicated that the principals are not succeeding in overcoming these challenges. The main aim of the study was to investigate the challenges faced by principals when implementing school policy. The literature review on challenges faced by principals on policy implementation has been reviewed. The focus was also on policy making at international, national and local levels. The literature review stated and described various challenges, such as late-coming, absenteeism, school vandalism, and the disciplinary that school principals can employ. The literature revealed that the principals have long been experiencing challenges on the implementation of school policy. Research design (both qualitative and quantitative) and methods were outlined in chapter 3. Data was analyzed using descriptive statistics through the use of Statistical Packages for Social Sciences (SPSS 1.5 version) and interpreted in chapter 4. In the light of the findings of this research, it was found out that indeed principals do experience challenges in the implementation of the school policy. The study also revealed that factors such as learner late-coming, absenteeism, bunking classes, being disruptive in class, leaving school without permission, disrespecting and threatening their teachers and other learners, smuggling tobacco and drugs to school and carry dangerous weapons are a great concern. Chapter 5 entails a summary of the findings and recommendations were made which will enhance the practical application of school policy. It is recommended that: • The principals should be workshopped and trained on implementation of the school policy. This implies that proper measures need to be implemented to assist or empower the principals to cope with challenges they face in the implementation of the school policy • Principals need to regard consultation as a priority. They need to consult with all the stakeholders pertaining to the implementation of the school policy. Consultation should be given priority in the light of Batho-Pele Principle. • A healthy environment is needed in the school to enforce discipline. It is recommended that good relationship should prevail among all stakeholders within the school to encourage team work and create an open supportive climate in which a conducive and clean environment will prevail. • The Department of Education of Education should supply schools with learners support materials. When the schools have enough learner support material, learners will also be disciplined as they will be kept busy. There fore, all the departments in the school need to ensure that there is sufficient support material in their departments. This will help instill discipline in the classroom. • It should be clearly stated that every learner will be held accountable for his or her behaviour; to change ill-discipline, punitive strategies should be clearly communicated to the learners. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2012

M.Ed. / Please refer to full text to view abstract

In the past, educational accountability was in the form of fiscal and organizational efficiency. Since the early 1980s, however, the focus of accountability initiatives has shifted to student learning. This is a summary of 8 elementary principals’ views about the demands for accountability made of them and their schools, and the ways in which they responded to these expectations. Individual interviews were conducted to gather their perceptions of accountability initiatives underway in Manitoba. Included is a discussion of: (1) the range and intensity of accountability demands perceived by principals, (2) the contradictions experienced by principals as a result of multiple yet differentiated accountability initiatives, as reflected in the distinction in the research literature between market competition, decentralized decision-making, managerial, and professional accountability approaches, and (3) principals’ responses to these demands, and the justification used for the strategies that they adopted. / October 2006

Thesis--Wayne State University, Detroit. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 130-142).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 105-109).

In the past, educational accountability was in the form of fiscal and organizational efficiency. Since the early 1980s, however, the focus of accountability initiatives has shifted to student learning. This is a summary of 8 elementary principals’ views about the demands for accountability made of them and their schools, and the ways in which they responded to these expectations. Individual interviews were conducted to gather their perceptions of accountability initiatives underway in Manitoba. Included is a discussion of: (1) the range and intensity of accountability demands perceived by principals, (2) the contradictions experienced by principals as a result of multiple yet differentiated accountability initiatives, as reflected in the distinction in the research literature between market competition, decentralized decision-making, managerial, and professional accountability approaches, and (3) principals’ responses to these demands, and the justification used for the strategies that they adopted.