The purpose of this study was to determine the challenges facing the principals in managing the school finances. The research was conducted around Bojanala West Region of the North West Province. From the total of 369 schools in Bojanala West Region, a simple random sampling of (N=75) schools was done. From each sampled school four (4) of the following were requested to participate in the study, the principal and or the deputy principal, 1 HOD, 2 educators. The education system in South Africa has changed drastically, whereby financial management has been vested upon the shoulders of the SGB's. However SASA provides the guidelines for the SGB's and the principals on their roles and responsibilities in managing finances of schools. The department of education provides training for the SGB's and the principals in relation to school finance management. Little knowledge of the contents of SASA or misinterpretation by the school finance committee may lead the school to be a victim of mismanagement or misappropriation of funds in the form of theft or fraud. / (M.Ed.) North-West University, Mafikeng Campus, 2005

The purpose of this study was to investigate and report selected Indiana public school principals' perceptions of differentiated staffing as a viable method of school personnel organization. The research was designed to examine Indiana school principals' perceptions of the differentiated staffing concept and the possible affects it may have on principals, classroom teachers, and students. The data obtained revealed the beliefs of those principals sampled concerning the relationship of differentiated staffing and school personnel organization. The original study population included 300 Indiana school principals who had been randomly sampled from the 1969-70 Indiana School Directory. Of the original sample, 100 were elementary principals (K-6, 1-6), 100 were junior high principals (7-8, 7-9), and 100 were high school principals (9-12, 10-12). A Principal's Response Instrument was designed from a review of the literature on differentiated staffing. The questionnaire was mailed to the selected principals and from this mailing, a total of 240 questionnaires were returned. This represented an eighty per cent return. Of the total number returned, eighty-five were from elementary principals, seventy-nine were from junior high principals, and seventy-six were from high school principals. Review of the data led to the following conclusions: Elementary principals, junior high school principals, and senior high school principals tended to respond in a fairly consistent pattern that did not produce a highly distinguishable difference between the three levels of school principals represented in the study.Seventy per cent of the Indiana principals perceived differentiated staffing to be a better method of school personnel organization than traditional staffing methods. They indicated that the differentiated staffing concept would need to develop the skills necessary to become specialists in group process, organization management, and human relations. Principals felt that the concept would permit the principals to be the instructional leader in the school. Principals did not feel that teachers would be in favor of differentiated staffing. However, they did feel that the concept would permit better utilization of teacher resources and would recognize a career ladder for teachers. They felt that the concept would foster good teaching techniques and that teachers' individual needs, interests, and aptitudes could be met under differentiated staffing. Principals perceived differentiated staffing as providing more meaningful educational opportunities for learners than traditional staffing patterns while meeting student individual interests, needs, and abilities. Principals favored the establishment of learning resource centers in the schools and the implementation of more individualized curriculum for students. Principals were overwhelmingly supportive to the notion that the primary concern of differentiated staffing is to promote more effective learning for students.Principals strongly favored the implementation of experimental models of differentiated staffing in the public schools in Indiana. They felt that local communities, and local, state, and national teachers organizations should be involved in planning differentiated staffing projects.

This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. These findings suggest that structured opportunities for professional learning within different educational contexts need to be readily available, supported and accessible. The relative lack of disparity between the leadership practice of ‘effective’ female and male principals demonstrated in this research portfolio suggests a gender inclusive framework to be a viable way forward / Doctor of Education (Ed. D.)

Research Doctorate - Doctor of Philosophy (PhD) / This thesis examines the impact of implementing participatory school administration, leadership and management (PSALM) via Advisory School Councils (ASC) in Philippine public secondary schools. Through an experiment with empirical surveys, documentary analyses and interviews, this study reveals that the experimental group (EG) had higher levels of commitment, empowerment, trust and inclination for meaningful participation in improving the school compared with the control group (CG) after one year of implementing PSALM. However, the one-year experiment did not yield a significant impact on the students’ academic achievement levels. Survey respondents (735 for the 1st survey and 603 for the 2nd survey) were the school heads, teachers, students, alumni, parents and community leaders from the 76 participating schools (38 schools for experimental group and the same number for the control group). The EG perceived the ASC operations in their schools as effective. Factors that either elicit or inhibit active participation from the stakeholders in collaborative decision making have been identified. An authentic model for the effective implementation of PSALM is proposed. The study suggests that the Philippines should expedite the process of establishing school councils in the public schools as an approach for creating better schools.

Research Doctorate - Doctor of Philosophy (PhD) / This thesis examines the impact of implementing participatory school administration, leadership and management (PSALM) via Advisory School Councils (ASC) in Philippine public secondary schools. Through an experiment with empirical surveys, documentary analyses and interviews, this study reveals that the experimental group (EG) had higher levels of commitment, empowerment, trust and inclination for meaningful participation in improving the school compared with the control group (CG) after one year of implementing PSALM. However, the one-year experiment did not yield a significant impact on the students’ academic achievement levels. Survey respondents (735 for the 1st survey and 603 for the 2nd survey) were the school heads, teachers, students, alumni, parents and community leaders from the 76 participating schools (38 schools for experimental group and the same number for the control group). The EG perceived the ASC operations in their schools as effective. Factors that either elicit or inhibit active participation from the stakeholders in collaborative decision making have been identified. An authentic model for the effective implementation of PSALM is proposed. The study suggests that the Philippines should expedite the process of establishing school councils in the public schools as an approach for creating better schools.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45).

Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, 2005. / Includes bibliographical references (leaves 79-90).

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 42-45). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Nina Bascia.