Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Wisconsin, 1964. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 145-151).

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

D.Ed. / The White Paper on Education and Training (RSA, 1995:12) states that in many schools serving the majority of the population, there has been a precipitous decline in the quality of educational performance. The decline, amongst other things, is the result of ineffective school management and negative educators' work attitudes. Perhaps the most important challenge in improving the quality of education in South African schools is to prepare school managers and educators effectively to carry out their responsibilities in order to ensure that effective teaching and learning takes place. The White Paper on Education and Training (RSA, 1995:22) stresses the necessity of developing expertise and skills that will enable educators to stimulate learning. South Africa has introduced a new education system, Outcomes Based Education, that forms part of the government's plan to transform the country's education. In this way, the new generation will be better equipped for life (Lister, 1997:8). This means that educators need to adjust to a completely new way of teaching and school managers need additional skills and knowledge to manage the new education system effectively in their schools. Further, the new system of education, termed Curriculum 2005, gives an educator the room to create the kind of lessons that any creative educator would like to teach, and lessons should be designed to suit the learners. Curriculum 2005 introduces a remarkable amount of flexibility into the teaching process. 'Creativity' is the word that best encapsulates the new curriculum, which means that educators will have to be creative and committed (Lister, 1997:9). Whilst the new education system presents an exciting and stimulating challenge for educators and school managers, an inordinate amount of its success, rests on the positive work attitudes of educators, and effective school management.

M.Ed. / In dynamic times, a world of rapidly changing technology, with social and educational structures in transition, strategic management in school context implies the utilisation of all external and internal forces combined, to guide the institution towards improving its effectiveness. It can be defined as an alternative method of management in times of change and modernisation. Since these social and educational changes are making ever increasing demands on school management and the principal, schools have come under pressure to move towards modernisation and are at present actually facing a major challenge for survival. It is therefore imperative that any school system be continually evaluated and that it should adapt to changing circumstances, in order to ensure its consistent relevance to any new developments. The role of the principal has gradually changed from the traditional headmaster to an expert on management - to such an extent that the success of his school at present depends largely on his expertise as manager. However, defects in present-day school management pose serious obstacles in the path of dedicated principals who strive to improve their schools. This investigation confirms the need for in-service management training for both the principal and his management team. The principal inevitably forms. part of the teaching team, for, acting under constraint of set standards, regulations, policies and strategies, he has a direct influence on the teaching of pupils in his school. Seeing that the school is expected to not only meet the need of the child, but also of the community, strategic management which will lead to managerial development and ultimately result in efficient management - is imperative. Sound strategic management can assist any undertaking in improving its effectiveness by identifying and capitalising. On the potential of the institution, the people and their immediate surroundings. Therefore, in order to determine the views and opinions of both staff and pupils concerning the managerial aspects in the school, diagnostic questionnaires should be drafted. This could be the first step in instigating the necessary adaptations. Furthermore, the SWOT approach should be implemented as the basis or core of the strategic management process. It is one of the most effective methods firstly to assess the strengths and weaknesses of an institution like the school, and then counterbalance them against the opportunities and threats of the external surroundings. However, in order to formulate and implement such a strategy, it is important to be acquainted with the environment and link it to the organisational structure. This can be achieved. through exploring and monitoring the environment, whereby external and internal influences can be identified and their impact on the school be evaluated. strategies and programmes can then be developed and budgets prepared for implementation in schools. As strategic management dominates decision-making at all levels, and affects the entire functioning of the school, any change in strategy should be communicated to the staff directly, in order for them to co-ordinate all activities and planning accordingly. Communication, co-operation, creativity and leadership are all key-concepts of the strategic management process. After attaining the SWOT analysis by identifying the SWOT factors, the managerial team will be able to formulate possible strategies, develop attainableobjectives and eventually achieve the expected results. Lastly, strategic management in school context concerns itself with the formulation and implementation of goals and the achieving of objectives, which result in effective functioning and the ultimate success of the school in its entirety. It deals with change, and calls for principals who will boldly face the future and focus their attention, as well as their acquired managerial skills, on effective school management as their modest personal contribution towards creating a New South Africa.

M.ed. / This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa. This birth has meant the need for changes in various areas in the efficient and effective governance of the new South Africa. Education is one area affected by this change. It poses a challenge that includes a range of problematic issues such as inadequate resources, the absence of a culture of learning and teaching, and most recently, the management of allocated funds to schools by the provincial education departments. The effective management of allocated funds is critical for the payment of services such as electricity, water and sewerage the purchase of learning material for teaching; and the maintenance of the school buildings. The aim of this research is to: • analyse the official documents for the management of allocated funds for section 21 schools; • critically evaluate the management of allocated funds m three countries (Botswana, Australia and Malawi) • evaluate and compare the management of school funds in schools that have section 21 functions, and those without these functions. The following research methods were employed to gather the relevant research data: (1) Literature study; (2) Focus group interviews and site analyses of two schools (one with Section 21 functions and one without) on how they manage the allocated funds. This included observations and interviews with the principals and chairperson of the fmance committee. The study concludes with recommendations and guidelines for the management of allocated funds for section 21 schools.