The U.S. Census bureau projects that by 2023, minorities will comprise more than half of all children. The population of school-aged Hispanic children is already the largest ethnic group, and the sheer number and rate of increase of these linguistically and culturally different students creates unfamiliar cultural challenges for school leaders. School districts are confronted with diversity-related issues and school leaders, who are predominantly white and middle class, are often ill-prepared to meet the challenges. Effective professional development aimed at preparing school leaders to better understand the social and academic needs of culturally diverse students is a topic receiving much attention in recent years. Studying the social, cultural, and political circumstances of diversity in its natural setting offers particular advantages that other methods cannot replicate. One suggestion is for school leaders to spend time in the local communities of their Hispanic students. Another option for learning about culture, albeit a more difficult and costly one to achieve, is to have school leaders visit the home country of their Hispanic students and immerse themselves in the local culture for a short period of time. A school district in Georgia decided to provide authentic culture learning for some of its school leaders through a short term cultural immersion experience. The purpose of this study was to examine the effects of an eight-day cultural immersion trip to Xalapa, Mexico on school leaders from the Mary County School District in Georgia. Because this short-term cultural immersion experience was aimed at increasing the cultural awareness of school leaders and improving relationships with Hispanic students and their families, the primary focus of this study is to explore the meanings attached to the experiences of administrators participating in the trip.

Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, PIetermaritzburg, 2004.

Abstract: Large amounts of research have been performed regarding goal-setting and leadership and its effect on organizational performance. However, in school settings, the amount of performed research about leadership performance in relation to goal-setting is limited. The aim of the study was, therefore, to analyze specificity of locally-created goals and the principal’s performance-affecting behaviors during meetings, especially in relation to set goals. Based on Komaki’s research on managerial behavior structured observation was used to analyze the principal’s actions while leading meetings. Adding to the observations Locke & Latham’s Goal-Setting Theory was used to perform a content analysis investigating the specificity of written goals. In total, 56 goals from seven schools in a large county/municipality in Sweden were analyzed. In total, 1,235 minutes of a principal leading their staff during meetings were recorded and analyzed. A majority of the goals written in the schools’ work-plans lacked specificity. This study found that principals talked about their goals while leading their staff at meetings, and they changed their behavior towards a more performance-affecting management style while doing so.

The purpose of this descriptive, correlational study was to determine if any significant relationships existed between secondary school teachers’ perceptions of principal leader integrity as measured by the Perceived Leadership Integrity Scale ([PLIS], Craig & Gustafson, 1998) and schools’ organizational health as perceived by secondary school teachers and gauged by the Organizational Health Inventory for Secondary Schools ([OHI-S], Hoy & Feldman, 1987). The study also explored the seven OHI-S dimensions: (1) Institutional Integrity, (2) Initiating Structure, (3) Consideration, (4) Principal Influence, (5) Resource Support, (6) Morale, and (7) Academic Emphasis—and their relationships with the demographics of the sample. The sample involved six hundred fifty (650) Tennessee secondary school teachers identified through a purposive sampling process. These teachers completed both surveys and the requested demographic questionnaire online. Pearson product correlations revealed statistically significant relationships between Perceived Leader Integrity (PLI) and the composite score calculated from the scores of the seven OHI-S dimensions—the Organizational Health Index (OH Index), as well as between PLI and each of the seven OHI-S dimensions. Multiple regression analysis provided closer scrutiny of the data. In terms of the seven dimensions on PLI, this analysis showed the OH Index to have a moderate direct relationship, Consideration to be the strongest indicator, and Institutional Integrity and Academic Emphasis to a have a smaller, but statistically significant relationships. Univariate and multivariate analysis of variance tests were conducted to determine differences between and among PLI, the OH Index, and the demographic variables. Subject taught was strongly significant in relation to the seven OHI-S dimensions. The Tukey HSD and the Bonferroni correction were performed to examine more closely the significant differences found to exist among educational level or total years of teaching experience and the OH Index, as well as each of its seven dimensions. These findings help broaden understanding of the relationship between leadership and ethics. Northouse (2004) suggests that clarification of this relationship can identify implications for policy and decision making. Future research should explore the use of longitudinal or qualitative research methodology to study PLI and organizational health in greater depth.

No cenário internacional, há uma tradição acadêmica de pesquisa sobre liderança na escola, as quais destacam o papel que a liderança exerce no processo de melhoria do desempenho escolar dos alunos. Na revisão da literatura, constatou-se que no Brasil, apesar da tradição internacional, são escassos os estudos sobre esse tema. Com essa perspectiva e usando como referência as pesquisas sobre escolas eficazes, propôs-se o presente estudo que tem como objetivo analisar como professores e alunos percebem o fenômeno da liderança e identificar os fatores que contribuem ou restringem o exercício da liderança nas escolas pesquisadas. Na forma de uma pesquisa qualitativa de natureza interpretativa, envolveu quatro escolas públicas estaduais de ensino médio, localizadas no município de Porto Alegre – RS. As informações foram coletadas através do método de entrevista em grupo focal e analisadas segundo a técnica de análise de conteúdo. O referencial teórico abordou a escola como organização, as mudanças na gestão pública que afetaram a gestão escolar, reviu a evolução histórica das teorias de liderança, e analisou as principais teorias sobre liderança nas escolas. As principais conclusões deste estudo indicam que não há um modelo único de liderança que seja compartilhado por professores e alunos; que há uma série de fatores, tanto internos como externos à escola que restringem o exercício de papéis de liderança; e que a gestão democrática da escola ainda é um objetivo a ser alcançado. Este estudo, além de consolidar uma vasta literatura sobre liderança na educação, contribuiu para o entendimento dos desafios para o exercício da liderança em escolas públicas. Supre também uma lacuna, já que as pesquisas prévias em escolas brasileiras não indicam qual é a compreensão que existe por parte dos professores e alunos sobre o fenômeno da liderança, tampouco abrangem os fatores que oportunizam ou limitam o seu exercício. Como recomendações finais, aponta a necessidade de maior qualificação e autonomia da gestão da escola e de sua responsabilização pelos resultados dos alunos e a necessidade dos professores chamarem para si a responsabilidade pelo desenvolvimento de seus alunos. / On the international scene, there is an academic tradition of research on school leadership, which emphasizes the role that leadership plays in the process of improving the performance of students. In reviewing the literature, we found that in Brazil, despite the international tradition, there are few studies on this topic. With this perspective, and with reference to research on effective schools, it was proposed this study, which aims to examine how teachers and students understand the phenomenon of leadership and identify factors that contribute to or restrict the exercise of leadership in the schools surveyed. In the form of a qualitative, interpretative study, the research involved four public high school schools, located in Porto Alegre - RS. Information was collected through the method of focus group interviews and analyzed using the technique of content analysis. The theoretical approach analyzed the school as an organization, the changes in public management that affected the school management, reviewed the historical evolution of theories of leadership, and analyzed the main theories of leadership in schools. Their main findings indicate that there is no single model of leadership that is shared by teachers and students, there are a number of factors, both internal and external to the school to limit the exercise of leadership roles, and the democratic management of the school still is a goal to be achieved. This study consolidate a vast literature on leadership in education, contributed to the understanding of the challenges for the exercise of leadership in public schools, and reduce a knowledge gap about leadership in public schools. Previous researches on school leadership in Brazil do not address the understanding that exists among teachers and students about the phenomenon of leadership, nor cover the factors that nurture or limit its use. As final recommendations, it was pointed out the need for greater skills and autonomy of school management and its accountability for student outcomes, and the need for teachers to call themselves the responsibility for developing their students.

This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.

No cenário internacional, há uma tradição acadêmica de pesquisa sobre liderança na escola, as quais destacam o papel que a liderança exerce no processo de melhoria do desempenho escolar dos alunos. Na revisão da literatura, constatou-se que no Brasil, apesar da tradição internacional, são escassos os estudos sobre esse tema. Com essa perspectiva e usando como referência as pesquisas sobre escolas eficazes, propôs-se o presente estudo que tem como objetivo analisar como professores e alunos percebem o fenômeno da liderança e identificar os fatores que contribuem ou restringem o exercício da liderança nas escolas pesquisadas. Na forma de uma pesquisa qualitativa de natureza interpretativa, envolveu quatro escolas públicas estaduais de ensino médio, localizadas no município de Porto Alegre – RS. As informações foram coletadas através do método de entrevista em grupo focal e analisadas segundo a técnica de análise de conteúdo. O referencial teórico abordou a escola como organização, as mudanças na gestão pública que afetaram a gestão escolar, reviu a evolução histórica das teorias de liderança, e analisou as principais teorias sobre liderança nas escolas. As principais conclusões deste estudo indicam que não há um modelo único de liderança que seja compartilhado por professores e alunos; que há uma série de fatores, tanto internos como externos à escola que restringem o exercício de papéis de liderança; e que a gestão democrática da escola ainda é um objetivo a ser alcançado. Este estudo, além de consolidar uma vasta literatura sobre liderança na educação, contribuiu para o entendimento dos desafios para o exercício da liderança em escolas públicas. Supre também uma lacuna, já que as pesquisas prévias em escolas brasileiras não indicam qual é a compreensão que existe por parte dos professores e alunos sobre o fenômeno da liderança, tampouco abrangem os fatores que oportunizam ou limitam o seu exercício. Como recomendações finais, aponta a necessidade de maior qualificação e autonomia da gestão da escola e de sua responsabilização pelos resultados dos alunos e a necessidade dos professores chamarem para si a responsabilidade pelo desenvolvimento de seus alunos. / On the international scene, there is an academic tradition of research on school leadership, which emphasizes the role that leadership plays in the process of improving the performance of students. In reviewing the literature, we found that in Brazil, despite the international tradition, there are few studies on this topic. With this perspective, and with reference to research on effective schools, it was proposed this study, which aims to examine how teachers and students understand the phenomenon of leadership and identify factors that contribute to or restrict the exercise of leadership in the schools surveyed. In the form of a qualitative, interpretative study, the research involved four public high school schools, located in Porto Alegre - RS. Information was collected through the method of focus group interviews and analyzed using the technique of content analysis. The theoretical approach analyzed the school as an organization, the changes in public management that affected the school management, reviewed the historical evolution of theories of leadership, and analyzed the main theories of leadership in schools. Their main findings indicate that there is no single model of leadership that is shared by teachers and students, there are a number of factors, both internal and external to the school to limit the exercise of leadership roles, and the democratic management of the school still is a goal to be achieved. This study consolidate a vast literature on leadership in education, contributed to the understanding of the challenges for the exercise of leadership in public schools, and reduce a knowledge gap about leadership in public schools. Previous researches on school leadership in Brazil do not address the understanding that exists among teachers and students about the phenomenon of leadership, nor cover the factors that nurture or limit its use. As final recommendations, it was pointed out the need for greater skills and autonomy of school management and its accountability for student outcomes, and the need for teachers to call themselves the responsibility for developing their students.

No cenário internacional, há uma tradição acadêmica de pesquisa sobre liderança na escola, as quais destacam o papel que a liderança exerce no processo de melhoria do desempenho escolar dos alunos. Na revisão da literatura, constatou-se que no Brasil, apesar da tradição internacional, são escassos os estudos sobre esse tema. Com essa perspectiva e usando como referência as pesquisas sobre escolas eficazes, propôs-se o presente estudo que tem como objetivo analisar como professores e alunos percebem o fenômeno da liderança e identificar os fatores que contribuem ou restringem o exercício da liderança nas escolas pesquisadas. Na forma de uma pesquisa qualitativa de natureza interpretativa, envolveu quatro escolas públicas estaduais de ensino médio, localizadas no município de Porto Alegre – RS. As informações foram coletadas através do método de entrevista em grupo focal e analisadas segundo a técnica de análise de conteúdo. O referencial teórico abordou a escola como organização, as mudanças na gestão pública que afetaram a gestão escolar, reviu a evolução histórica das teorias de liderança, e analisou as principais teorias sobre liderança nas escolas. As principais conclusões deste estudo indicam que não há um modelo único de liderança que seja compartilhado por professores e alunos; que há uma série de fatores, tanto internos como externos à escola que restringem o exercício de papéis de liderança; e que a gestão democrática da escola ainda é um objetivo a ser alcançado. Este estudo, além de consolidar uma vasta literatura sobre liderança na educação, contribuiu para o entendimento dos desafios para o exercício da liderança em escolas públicas. Supre também uma lacuna, já que as pesquisas prévias em escolas brasileiras não indicam qual é a compreensão que existe por parte dos professores e alunos sobre o fenômeno da liderança, tampouco abrangem os fatores que oportunizam ou limitam o seu exercício. Como recomendações finais, aponta a necessidade de maior qualificação e autonomia da gestão da escola e de sua responsabilização pelos resultados dos alunos e a necessidade dos professores chamarem para si a responsabilidade pelo desenvolvimento de seus alunos. / On the international scene, there is an academic tradition of research on school leadership, which emphasizes the role that leadership plays in the process of improving the performance of students. In reviewing the literature, we found that in Brazil, despite the international tradition, there are few studies on this topic. With this perspective, and with reference to research on effective schools, it was proposed this study, which aims to examine how teachers and students understand the phenomenon of leadership and identify factors that contribute to or restrict the exercise of leadership in the schools surveyed. In the form of a qualitative, interpretative study, the research involved four public high school schools, located in Porto Alegre - RS. Information was collected through the method of focus group interviews and analyzed using the technique of content analysis. The theoretical approach analyzed the school as an organization, the changes in public management that affected the school management, reviewed the historical evolution of theories of leadership, and analyzed the main theories of leadership in schools. Their main findings indicate that there is no single model of leadership that is shared by teachers and students, there are a number of factors, both internal and external to the school to limit the exercise of leadership roles, and the democratic management of the school still is a goal to be achieved. This study consolidate a vast literature on leadership in education, contributed to the understanding of the challenges for the exercise of leadership in public schools, and reduce a knowledge gap about leadership in public schools. Previous researches on school leadership in Brazil do not address the understanding that exists among teachers and students about the phenomenon of leadership, nor cover the factors that nurture or limit its use. As final recommendations, it was pointed out the need for greater skills and autonomy of school management and its accountability for student outcomes, and the need for teachers to call themselves the responsibility for developing their students.

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No. of bitstreams: 1 andersoncordovapena.pdf: 5114878 bytes, checksum: 9ca4ca0c36d0ef98f0294cd7b006dd50 (MD5) Previous issue date: 2013-10-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta uma pesquisa sobre liderança escolar com o objetivo de propor e validar um conceito, para esse fenômeno, no contexto de escolas da rede pública estadual mineira. Na primeira parte do trabalho, sob o referencial de três grandes conjuntos de áreas do conhecimento: i) Ciência Política e Sociologia; ii) Psicologia Organizacional e Administração, e; iii) Sociologia da Educação; propõe-se um conceito de liderança escolar sob quatro dimensões: Política, Relacional, Técnica e Pedagógica. A partir desse conceito e, tendo em vista os documentos oficiais da SEE/MG, em especial a Resolução SEE n°1812, de 22 de março de 2011, que regulamenta a certificação de competências para o diretor de escola, elaborou-se uma Matriz de Liderança Escolar. As habilidades dessa matriz deram origem a um questionário online, enviado por e-mail a todos os gestores das escolas estaduais de Minas Gerais. Na segunda parte do trabalho, as respostas de 1.486 diretores foram analisadas com base em metodologias quantitativas a fim de se construir, validar e interpretar escalas de liderança escolar. Em um estudo complementar correlacionaram-se, por meio de regressões lineares, os fatores de liderança escolar à proficiência dos alunos, tendo por base o SIMAVE/PROEB 2011. Nas análises percebeu-se a necessidade de ajuste do conceito inicialmente proposto, assim as dimensões Política e Relacional da liderança escolar agruparam-se no fator Comunicação, a dimensão Pedagógica, por sua vez, deu origem ao fator Foco na Aprendizagem. Uma parte da dimensão Técnica se agrupou no fator Práticas Administrativas, parte dessa mesma dimensão e da dimensão Relacional, agruparam-se no fator Atitudes Contrárias à Liderança. Os fatores Foco na Aprendizagem e Atitudes Contrárias aparecem vinculados à proficiência para o 5º e 9º anos do EF. O fator Atitudes Contrárias é o único presente no 3ºano do EM, em todas as séries esse fator prediz queda na proficiência. Na proposição final do conceito, entende-se a liderança escolar como um exercício de gestão democrática, coordenado pelo diretor e executado de forma compartilhada na escola. Seu objetivo é o incremento da qualidade da educação e a promoção da equidade. Para tanto são necessários: o permanente foco na aprendizagem, a adoção de ações de comunicação efetiva, de práticas administrativas eficientes e de atitudes positivas do diretor em relação à sua capacidade de liderança. / The thesis presents research on school leadership in order to propose and validate a concept for this phenomenon in the context of public schools in the state of Minas Gerais. In the first part of the work, under the framework of three major sets of knowledge areas: i) Political Sciences and Sociology, ii) Organizational Psychology and Administration, and iii) Sociology of Education, a concept of school leadership under four dimensions: political, relational, technical and pedagogical, is proposed. From this concept, and in view of the official documents of the SEE/MG, especially the ESS Resolution No. 1812, March 22, 2011, which regulates the certification of skills for school director, a Leadership School Matrix was drew up. From this matrix's skills, an online questionnaire was brought up and sent by e-mail to all managers in public schools of Minas Gerais. In the second part of the work, the responses from 1.486 school directors were analyzed based on quantitative methodologies in order to build, validate and interpret scales of school leadership. In a complementary study, through linear regressions, leading factors were correlated to students academic proficiency, based on the SIMAVE/PROEB 2011. In the analyzes, it was possible to realize the need to adjust the concept originally proposed, so the Politics and Relational school leadership dimensions were grouped in the Communication factor. The Pedagogical dimension brought up the Focus on Learning factor. A portion of the Technical dimension was grouped in the Administrative Practices factor. Part of the same dimension and Interpersonal dimension were grouped in Negative Attitudes factor. Focus on Learning and Negative Attitudes factors seem to be linked to proficiency for the EF 5th and 9th years. The Negative Attitudes factor is the only one present in the EM 3rd year, in all series this factor predicts drop in performance. In the final proposition of the concept, school leadership is here seen as a democratic management exercise, that should be coordinated and executed by the director in a collective way in schools. Its goal is to increase the quality of education and the promotion of equity. For achieving this, continuous focus on learning, adhesion of effective communication actions, efficient administrative practices and directors positive attitudes regarding their own leadership capabilities are necessary.

This dissertation reports on a qualitative study of school leadership with nine secondary-school headteachers (of maintained schools) or principals (of academy-type schools) in England. The project maps schooling provision and offers an empirical account of leaders’ identities and practices in neoliberal and neoconservative times. Informed by a critical policy-scholarship methodology, documentary data from primary and secondary sources supplement narrative and semi-structured interviews conducted over 18 months. The findings are reported in five journal articles and one book chapter. The first output maps school types through different lenses: legal status; curriculum; selection; types of academy; and school groupings. The mapping highlights the intersections between the reform agenda and historical diversity. I conceptualise the landscape holistically through locus of legitimacy and branding, arguing that diversification policies facilitate corporatised and religious interests. Second, I show how UTCs and studio schools construct children’s abilities as fixed and differentiable in terms of predicted economic value. They select, but the responsibility for this, following Bourdieu, is transferred discursively from the school through branding and habitus to the “consumers” where it is to be misrecognised as exercising ‘school choice’. Third, I typologise three effects on heads’ and principals’ agency and identities of a few elite multi-academy trust principals, or courtiers, who have won regional empires through expanding their academy chains to occupy the spaces opened up by the dismantling of LAs. Public-sector and school-leader identities and histories permit the promotion of their activities as “school led” and downplays their close relationship with central-state policy makers and private-sector networks. Fourth, I argue that corporatised leadership in schools in England is being promoted through new actors and new types of school. Corporatised leadership is characterised inter alia by the promotion of business interests and the adoption of business-derived leadership practices and identities. I use Bourdieu’s concept of field to explain the impact of business on educational leadership and the dissonance between leaders and led. Fifth, I argue with Gunter that school leaders are removing those who embody or vocalise alternative conceptualisations of educator by eradicating ‘inadequate’ teaching,and implementing the leader’s ‘vision’. We deploy Arendtian thinking to show how current models of school leadership enable totalitarian practices to become ordinary. Sixth, I develop Bourdieu’s concept of hysteresis through narratives from two heads to argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes to deprivilege welfarist headteachers and privilege corporatised principals through structurally facilitating their habitus and mandating its dispositions for the field. Collectively, these findings demonstrate how the diversification of provision in England and the demands of a performative, marketised regime have ontological and professional stakes for school leaders and for the led. Symbolic and economic capital is accruing to the capitalised, facilitated by corporate practices and corporate structural solutions through acquisitions and alliances. Resistance is possible, but a dissident habitus limits standing in the field. This hierarchisation is reflected in the relationship between school types and in how children are meant to self-select into that provision. This is a landscape constituted of positions, where pupils are expected to know their place and the purpose of education is to facilitate social segregation for economic efficiency.