The purpose of the study was to determine the perceptions of Indiana school board presidents and superintendents on recommendations for board governance. A second purpose was to determine the current usage of these recommendations for board governance among Indiana school boards.A questionnaire consisting of 42 Likert-response items was mailed to the superintendent and board president of the 294 public school districts in Indiana. The return rate was 63 percent for board presidents and 82 percent for superintendents.The following conclusions were formulated: (a.) board presidents appear most likely to support recommended changes in school board governance in areas of Planning, Board Development, Collective Bargaining, and Curriculum/Staff Development; (b.) superintendents appear most likely to support recommended changes in school board governance in the areas of Board Development, Collective Bargaining, and Curriculum/Staff Development; (c.) board presidents and superintendents appear most likely to differ in their responses to recommendations for changes in school board governance in the areas of Planning, Personnel, Managing Schools and Budget; (d.) board presidents and superintendents from the same school districts are not likely to differ significantly in their opinions about whether or not their board is currently practicing recommended changes in school board governance.Indiana board presidents nor superintendents agreed with authorizing charter schools, hiring administrative law judges or other qualified third parties to hear appeals on students and staff members' due process rights, or establishing a procedure outside of the school board for hearing and deciding constituent complaints. Nor did they agree the board should grant full authority to the administration to approve individual claims or approve change orders on construction projects less than $1,000,000. / Department of Educational Leadership

The purpose of this study is to ascertain the opinions of chief executive officers (CEOs) and school board chairs of Texas private schools in educational service center (ESC) Regions 10 and 11 toward board training and the potential benefits for the success of their respective roles. Literature regarding private school board training is limited. As a result, most private school boards face challenges regarding school board training expectations, which could affect their roles and the roles of CEOs. The quantitative and qualitative cross-sectional research design examined Texas private school CEOs’ and school board chairs’ perceptions about school board training and the working relationships between Texas school CEOs and school boards. The researcher developed the survey and interview questions used in this study. Responses to a 4-point Likert-type scale instrument, short answer questions, and interviews were solicited from a population of private school CEO and school board chairs within ESC Regions 10 and 11 from schools with an enrollment of at least 100 students and that contained Grades 9 through 12. In-depth Interviews were conducted with 12 private school CEOs and 12 school board chairs with varying levels of school board training. The research findings indicate that board training does make a significant difference in the working relationships between CEOs and private school boards. The findings of this study may assist private school boards in addressing school board training and the components of such training, which would benefit the working relationships between CEOs and school boards, as well as the success of private schools.

The purpose of this study was to develop a profile of Texas public school board members and to determine if there were significant differences in the profiles of board members according to sex, race, age, length of residence, length of board membership, type of community and superintendency tenure.

The popularity of social networking sites on the World Wide Web has exploded during the past two decades. As more and more K-12 public school teachers choose to actively participate on social networking sites, school leaders and school boards face the increasingly difficult decision about whether or not to enact policies which will enable them to discipline teachers for their online behavior. The purpose of this qualitative case study was to explore the development, interpretation, and significance of one such policy.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

No description available.

The study investigated perceptions of the School Management Teams (SMTs) and parents in the School Governing Bodies (SGBs) regarding the parents understanding of their roles. The South African Schools Act, 84 of 1996, provided all public schools with powers to run the schools through the SGBs. As an educator and the member of the SMT, I have observed that most governance roles are performed by the Principal and staff in the schools, hence conducted this study. The study was a multi-site case study of three primary schools of Ndwedwe circuit. To collect data the study used three instruments, namely interviews, observation and document analysis. The findings of the study revealed that parents in the School Governing Bodies are not coping with their many roles as they are stipulated by SASA due to their low levels of literacy. Besides illiteracy it seems parents in the SGBs lack information regarding their roles. The study recommends that parents in the SGBs must kept informed, trained and encouraged to upgrade their literacy levels to cope in their governance roles / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

This research project addresses tensions between principals and School Governing Body members (SGBs) in secondary schools in the Inanda area. To understand such tensions, an interpretive approach was employed to gather data that informed our understanding of how tensions among target population affected the day to day running of secondary school. The two township secondary schools were purposefully selected in Inanda in KwaZuluNatal, South Africa. Selected schools were generally known for consistently having problems although the nature of those problems was not known. The study employed an interpretivist approach to interpret the participant's actions and their behaviour during the process of interviews. The findings from two cases confirmed the existence of tensions and also that such tensions did not enhance the quality of teaching and learning. The tensions were found in different categories such as tensions between principals and parents, and between principal and educator components of the SGB. Both schools had similar tensions which were located between the SGB members and their respective principals. Such tensions included poor involvement of stakeholders in the decision-making process, leadership style and lack of SGB structures such as school finance committee, interview committees and discipline committees. There were also internal factors which directly contributed to the tensions. These tensions were directly linked to the leadership style of the principal, understanding of school policies, struggle related to positions and poor communication among the organisational members. The Department of Education (DoE) has been reluctant to intervene even when it has been alerted to serious problems which could undermine the smooth running of schools. It is therefore recommended that the DoE officials should play an active role in resolving some of the critical challenges facing these schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study investigated a local aspect of theSwedish elementary school modernization process between the years 1871-1882.Previous studies have been drawn from the school inspectors own reports andshow that the schoolboards housed a negative and resentful attitude towardsreforms and the school inspectors often felt that the parish priests were moreinclined to changes than the schoolboards themselves.  Other research on elementary schoolmodernization has stressed the matching grants as a major cause of developmentand further establishment. In this study, however, a schoolboards own notes inthe form of meeting protocols during an eleven year period as well as a letterby a priest Erik Lundberg, Redogörelseför skolhusfrågan i Tierp dated 6 October 1880 were analyzed to see if theprevious explanation of school modernization, in particular with regard to thereluctance to change by the schoolboards goes to demonstrate and confirm. Theresults of this study have shown that even if the schoolboards do notimmediately follow the school inspectors instructions, it seems not primarilybeen due to resentment. Reforms within the school world are well known forbeing time-consuming but for the current period, as this study concerns andwithin this specific parish there were conflicts of interest which are notshown when only the inspector’s accounts and reports are examined. The late 1900thcentury was a time with a great deal of overwhelming and overthrowingreformations and changes witch challenged its previous social structuresthrough industrialization, urbanization and new political currents. Developmentand change occurs faster than news of it could travel, and it has been aninteresting journey to study these documents and to get a glimpse into how aschoolboard in a rural parish dealt with expansion and change.

There is no abstract available for this dissertation.