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No description available.

D.Ed. / The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.

A selected group of school superintendents and school board members who had served during the transition from appointed to elected school boards in Virginia from 1992 – 2006 were interviewed to determine their perceptions of the positive and negative effects of the change. Superintendents indicated the transition from appointed to elected school boards had a somewhat negative effect, while school board members said there was no effect. The law providing for the direct election of school board members in Virginia was approved April 1, 1992, and was §22.1-57.1 through §22.1-57.5 of the Code of Virginia (Elected School Boards Act, 1992). Prior to this time no provisions for the election of school boards in the state were set, and school boards were appointed, either by the local governing body (Underwood, 1992) or by a school board selection commission (Code of Virginia, 2009, §22.1-36). The change in governance from appointed to elected school boards is an important phenomenon in Virginia , and the knowledge gained from the study could provide ways to lessen the stress which often exists in superintendent-school board relationships. / Ed. D.

Superintendents of public school districts occupy positions of tremendous importance and influence (Sharp & Walter, 2004). In total, the nation's approximately 14,000 superintendents are responsible for the educational outcomes of nearly 55 million K-12 students (US Department of Education, 2009). Critical to the superintendent's ability to bring about and maintain positive change in a district is the quality of the relationship the superintendent upholds with the school board (Petersen & Fusarelli, 2001). This study sought to identify strategies that successful superintendents use to establish and maintain positive and productive relationships with their school boards. Successful superintendents in this study were defined as proactive and purposeful superintendents who have demonstrated the ability to get things done and move the school district forward in a coherent and positive direction.Following Brunner's (2000) methodology, a group of six award-winning current and former superintendents were recruited to serve as recommenders, selecting the two superintendents who participated in this study. In an effort to avoid exclusive reliance on superintendent self-perceptions, two school board members from each district were randomly selected to participate. Superintendents and school board members provided data through participation in one of two parallel semi-structured interviews.The results of this study indicated that successful superintendents ultimately sought to develop and maintain within their board an appropriate understanding of their role as board members. This study posed a second question, "What characteristics and attributes do governing board members find desirable in their superintendent?" Governing board members articulated a definitive need to be able to trust their superintendent. Superintendents in this study were acutely aware of this board member need. Governing board members articulated three primary superintendent traits that fostered and nurtured trust in their superintendent, including high-performance, strong communicative skills, and likeability of the superintendent.However, the development of trust was more a means to an end, than an end in itself. Superintendents used these traits to foster trust and ultimately to develop appropriate board member role understanding that focused board member attention and energy on policy objectives and away from administrative and managerial functions.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 111-117).

No description available.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Nathalie Belanger.

Thesis (Ed. D.)--Illinois State University, 1979. / Title from title page screen, viewed Feb. 11, 2005. Dissertation Committee: J.H. McGrath (chair), Ben Hubbard, Ned Lovell, Rod Riegle, James Hallam. Includes bibliographical references (leaves 95-101) and abstract. Also available in print.

Thesis (Ed. D.)--Temple University, 1941. / Bibliography: p. 85-86.