A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1999. / Staff supervision is central to the improvement of the quality of teaching in a school and if educators are well supervised and are aware of the benefits inherent in supervision, they need to be amenable to supervision. Yet educators are not, and they use every trick in the book to avoid or resist supervision. On the other hand, the principal struggles to persuade educators to understand the value of the exercise. Some resort to threats which may lead to animosity and resentment. The bottom line is that the principal is not able to play his/her role to encourage staff development, and as a result, the quality of teaching may drop. This study sought to assess the principal's understanding of his/her role in staff development. Secondly, it sought to ascertain the extent to which principals' supervision strategies enhanced educators' professional development. Lastly, the study aimed to obtain an understanding of educators' perceptions regarding supervisors as an aspect of staff development. Review of relevant literature of supervision and staff development was undertaken for the conceptual framework upon which the problem could be analysed. An interview schedule was administered in principals with an aim to soliciting information that would reveal the approach that they used to supervise their staff. Questionnaires were adrriinistered to educators with an aim of obtaining information from them about the perceptions that they had regarding supervision and staff development. The study established that principals have the desire to play a constructive role in the professional development of their teaching staff, but they unfortunately lack the capacity to do so. Secondly that principals' supervision strategies as currently employed do not enhance the educator's professional development. Lastly that educators do not have a clear understanding of supervision as an aspect of staff development. They seem to understand the role that the principal can play but they have problems in implementing that role.

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2003. / The aim of this study was to pursue an investigation into educators' perceptions of the role of learner representatives on school governing bodies. From the literature study it became clear that educators perceive the effectiveness of [earner representation on school governing bodies in various ways. Some educators regard it as a mechanism that forms a link between learners and the governance of the school. Others perceive learner governors as playing the role of an "ambassador" by making the reporting of learners' problems and suggestions to the governing body possible. The literature review revealed that the successes of school governing bodies depend on the willingness, the sense of responsibility and full commitment of all the members. Where there is co-operation among all the members of the school governing body, educators perceive the school governing body as an creative organization. Lack of knowledge in meeting procedures and governing responsibilities, together with their minor status, can be seen as the main obstacles in the effective participation of learner governors in school governance. The effectiveness of learner representatives on the governing body is influenced largely by the latitude that adult governors allow learner governors in meaningful discussion and decision-making. Forthe purpose of the empirical investigation a self-structured questionnaire, to be completed by secondary school educators, was utilised. The completed questionnaires were analysed by means of descriptive statistical methods. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • . Workshops must be organised for the training of governing body members in the necessary governance skills. Support personnel must be made available to governing body members to assist them in acquiring relevant governing skills- • Further research should be conducted concerning the role of learner representatives in school governing bodies.

This study aims to answer the question: How have co-curricular transcript programs developed in the last 20 years? Based on the literature dating back to the late 1970's and the results of the current study, this paper will use the following definition of co-curricular transcript programs: A co-curricular transcript program is a system designed to increase intentional involvement among students, and produces a document of their involvement in activities outside of curricular requirements. These programs are coordinated by institutions of higher education as an affirmation of the value of co-curricular engagement with the goals of assisting students in making strategic decisions with their involvement, and achieving their post-graduation goals. While there are multiple avenues to addressing the topic of co-curricular transcripts, this study looked at the history and development of these programs starting with their conception in 1977, and ending today in 2015. Co-curricular transcript programs have the potential to help increase student engagement, and this study is a aims to highlight the opportunities and challenges that exist with these programs. / A Thesis submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2015. / April 13, 2015. / Co-Curricular Transcripts, Higher Education, History of Higher Education, Outcomes of Higher Education, Student Development, Student Learning / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Thesis; Kathy L. Guthrie, Committee Member; Janet G. Lenz, Committee Member.

Disaster response and emergency preparedness procedures are predicted through an in-depth and unique understanding of planning, mitigation, response, and recovery efforts. It is also contingent on both emergency responders and those impacted by the disaster to comprehend the specific social and geographical challenges of their local environment. Higher education institutions must provide students with a safe and nurturing environment to help with academic and social development. With this increased emphasis on safety, it is imperative that higher education institutions understand their students' perceptions of disaster response and emergency preparedness efforts. This purpose of this study was to utilize transformational leadership theory as a way to explore students' perceptions of natural disaster plans and emergency preparedness efforts at a higher education institution. Qualitative interviews were conducted with students regarding their knowledge of natural disaster and emergency preparedness efforts and through qualitative analysis, 12 themes emerged. The results from this study suggest a disconnect between administrators and students with regards to the effective communication of natural disaster and emergency preparedness information. In conclusion, the unique characteristics of higher education institutions such as governance and structure create a need for the emphasis of emergency preparedness procedures such as preplanning, and mitigation efforts by leadership personnel. Transformational leadership, specifically individual consideration, intellectual stimulation, inspirational motivation and idealized influence, were examined as a possible framework for addressing the characteristics of higher education institutions that limit effective communication of emergency procedures. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / July 21, 2014. / Crisis Communication, Disaster Planning, Emergency Management, Emergency Preparedness, Higher Education Leadership, Higher Education Policy / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Thomas Kent Wetherell, Committee Member; Kathy Guthrie, Committee Member.

Research literature suggests that school leadership matters, and that their influence on student achievement is typically observed through indirect means. Following suit, the purpose of this study was to gain an understanding of school leadership behaviors' association with school trust and teacher job satisfaction, in an effort to maximize student achievement. Using varying survey data from Chicago Public Schools, I perform a series of linear regression analyses to explore these relationships: First, the relationship school leadership has with school trust and teacher job satisfaction is investigated. Second, the association school trust and teacher job satisfaction has on student achievement. Finally, the magnitudes of the relationships school trust and teacher job satisfaction have on student achievement are compared. The results reveal that school leadership behavior has a relationship with school trust and teacher job satisfaction, but that school trust and teacher job satisfaction do not have clear relationships with student achievement. The study suggests that further investigation is conducted on the relationship school trust and teacher job satisfaction have on student achievement. / A Thesis submitted to the Department of Educational Leadership and Policy in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2014. / October 29, 2014. / principal behaviors, school leadership, school trust, student achievement, teacher job satisfaction / Includes bibliographical references. / Toby J. Park, Professor Directing Thesis; Patrice Iatarola, Committee Member; Stacey Rutledge, Committee Member.

In response to increasing expectations for college and career readiness, networks for school improvement have been codifying instructional guidance infrastructures (IGIs) for teachers, expanding and aligning components such as prescribed curricula, assessments, coaching, and professional development. Historically, teaching in the United States has lacked infrastructure. Teachers who have done ambitious work have done so by placing an enormous burden upon themselves, and more prescriptive IGIs may relieve some of this burden. However, the occupational control exercised by an IGI may constrain teacher autonomy. This comparative case study documents rationales for IGI expansion at two purposefully-selected network in a large urban district, developing profiles of their IGIs, and exploring implications for the occupational role of teachers. Findings emerge from iterative analysis of 42 semi-structured interviews and 51 hours of observation. Each network staff’s sensemaking around their respective instructional guidance infrastructures (IGIs) reflected competing conceptions of teacher professionalism. Denizen Charter Management Organization promulgated a more prescriptive IGI that included minimal support for adaptation and tightly aligned accountability mechanisms. Conversely, Metropolitan Schools, a non-profit organization, implemented a more discretionary IGI with flexible curricular frameworks. Adoption of their IGI was voluntary with fewer accompanying accountability structures. Denizen’s more prescriptive IGI reflected the new professionalism (in which bureaucracies routinize the knowledge base of discretionary work) while Metro’s more discretionary IGI aligned more with classic professionalism (characterized by abstract knowledge, authority over practice, and autonomy). Distinct conceptions of the knowledge base for teaching undergirded these differences. An emphasis on pedagogical content knowledge and content-area pedagogical practices at Metro reflected an understanding of teachers as experts. In contrast, Denizen’s emphasis on content-agnostic pedagogical knowledge and generic instructional moves reflected a performative model of teaching. However, elements of competing conceptions of professionalism co-existed within each IGI.

The purpose of this paper is to give a descriptive and somewhat analytical statement of the work of a county supervisor of instruction. Involved in this task is the validation through authoritative sources of the social and psychological basis for an educational program, the philosophy of education in a democratic society, and the interrelationship between a philosophy of education and a philosophy of supervision in accordance with democratic procedures and the nature of human growth and development. / Typescript. / "August, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 34-35).

The type of experiences which millions of youth of our land is receiving at the hands of our educators in America today is having a profound effect upon our American way of life. We may be sure that this effect is not only immediate but will carry over far beyond our day. Whether we succeed or fail in the retention of our accepted way of life will depend upon the schools of our country and the things which we impart to youth which will cause them to appreciate those ideals which we hold vital to a free people. The majority of the educators of our day will agree that a child must live those experiences which carry over into future life and that he must have opportunity to live those experiences within that part of life which he spends in our public schools. These experiences must be made possible through a well planned curriculum for the school. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 33-34).

The educational system in America has become a huge, complex business. Administration of the schools is vital to meet the problems involved. A well-qualified administrator is better prepared to overcome obstacles and to make the school system function to the highest degree of efficiency. Recent articles have indicated the general trend toward the county as the administrative unit for the school. As the population groups, so grow the problems of the schools and the county superintendency. / Typescript. / "August, 1957." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edna E. Parker, Professor Directing Paper. / Includes bibliographical references (leaves 34-35).

For a great many years American schools were able to fit themselves into a definite pattern without confusion as to their aims. Their function was to provide an opportunity for formal education. Each child either conformed to the pattern or child and school parted company. During this period, home and church were strong stabilizing factors, change was slow, and transmission of a body of "book learning!' satisfied school and lay people. / Typescript. / "August, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Eyman. / Includes bibliographical references (leaves 48-52).