Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.Ed.

M.Ed. (Education Management) / A notable feature of the school principal as managerial leader's task is its comprehensive and complex nature. Behavior modification is a managerial skill, that should make the principal more effective in interpersonal relations and communication in the school as organisation. In this short dissertation the focus is on behavior modification as managerial task of the principal. Behavior modification has as its goals the explanation, prediction and control of. behavior. Behavior modification as described in this short dissertation relies extensively on the psychology of learning, including classical conditioning, operant conditioning and modelling. On managerial level classical conditioning has little or no application, consequently it will not receive much attention in this study. The use of operant conditioning is, however, discussed in detail emphasising the use of the positive aspects of operant conditioning. The principles of operant conditioning describe the relationship between behavior, and various environmental events (antecedents and consequences) that influence behavior. Although both antecedents and consequences can alter behavior, most applications of operant conditioning principles emphasize the consequences that follow behavior. In this short dissertation operant conditioning is divided into two sets of techniques to be used on managerial level: Techniques to alter unacceptable behavior and techniques or procedures for teaching acceptable behavior. Techniques to alter unacceptable behavior - punishment, extinction, saturation and counter conditioning - can all be used by the principal as managerial leader.

M.Ed. (Educational Management) / The Namibian educational system is confronted with the problem of a high failure rate. By analysing the situation, the following come to light: * The schools previously under the jurisdiction of the administration of Whites,· Coloureds and the - Rehoboth Basters, have the best qualified teachers as well as a very high pass rate. * The schools who were previously under the jurisdiction of the administration of the Ovambos, - Hereros, - Damaras,- Kavangos,- Namas and - Tswanas, have a high concentration of underqualified and unqualified teachers. The very high failure rate in these areas can, to a certain extent, be attributed to this phenomenon. If it is taken into account that 64% of the school-going population are situated in these areas, the situation can be described as a disaster. In view of the above it seems that there is a definite correlation between the professional competence of the teacher and the performance of the pupils under his care. For this very important reason everything possible must be done to enable the teacher to execute his or her duties in a professional and competent manner. In this regard the subject advisors have a vital role to play. The present role of subject advisors should be changed. Subject advisors should reallocate their services into areas where it is most needed. Subject advisors should focus their attention to the general improvement of the pedagogical and methodological ability of serving teachers. This can be done by implementing an effective staff development program. In order to succeed such an in-service training program has to be carefully and systematically planned and executed in accordance with each teachers individual needs, skills and capabilities as well as his level of academic and professional development. To enable the subject advisor to assess the need of the teachers under his control he will have to establish a climate of trust so that the teachers shall feel free to ask for advice without the fear that their difficulties shall become further known. To succesfully execute their management task, subject advisors should have a thorough knowledge of the management task they must perform. It is therefore necessary that subject advisors should undergo practical and theoretical training in educational management. It is clear that the present role of subject advisors should be changed. There ,should be a marked shift in emphasis from the controlling and supervisory function to an advisory function. The emphasis should be on staff development...

M.Ed. / Please refer to full text to view abstract

M.Ed. (Education Management) / Communication is without doubt the most important aspect of the daily duties of the school principal. There are seldom less than 20 members on the staff of a school, all reporting directly to the principal on numerous aspects. The principal also engages in holistic conversations with his entire staff. It is therefore imperative that the school principal has a sound knowledge of the art of communication. The concepts "communication", "nonverbal communication" and "diadic conversation" have been examined. The communication problem was attributed to the inability of principals to engage effectively in face-to-face conversations as opposed to instructional staff meetings. To be successful, the principal can no longer depend only on his intuition for effective communication, but must possess a practical grasp of the networks of communication which constitute the educational system and develop the ability to handle the interpersonal conversation with ease. To achieve this aim, the characteristic principles of the interpersonal conversation were investigated. The diadic conversation prescribes to all the rules of communication, inclUding nonverbal communication which plays an important role in any type of conversation. The meaning of the diadic conversation was investigated, as well as the factors that influence effective interpersonal conversation. Certain conditions that have a bearing on the diadic conversation were high-lighted. The effectiveness of the interpersonal communication could be hampered by factors haVing a negative effect on the outcome of the conversation. Factors directly related to the personalities of one or both of the conversationists were studied. In this respect, the following factors were determined: peergroup pressure, assumptions, the inclination to evaluate, and the halo effect. To achieve the aims that the principal has set for himself at the beginning of the interpersonal conversation, it is of the utmost importance that the principal should be aware of these factors that may cause a hinderance to the goals which he wishes to achieve. Only by breaking down these barriers, will a situation of trust develop between the teacher and the principal. The successful interpersonal conversation depends on the management acumen of the principal in this respect. To enable the teacher to develop to the maximum of his ability, the principal should provide the necessary guidance and encouragement. The management functions of the school principal are so numerous and entangled that it is impossible to do a meaningful study thereof within the framework of this ~tudy. Management styles were investigated, and the participative style was identified as the most suitable to the education sitaation. A two-pronged aim can be ascribed to the diadic conversation, namely the influence by the school principal and influence of the principal. Not only should the principal possess the necessary management acumen, but his communication acumen in the following aspects are of vital importance: planning, motivating, decision-making, persuasion, the handling of conflict, complaints and grievances and the creation of an effective atmosphere. The following conclusions were drawn from the investigation into the diadic conversation as an educational managerial technique: maximum trust should exist between the principal and teachers the diadic conversation should be directed at a specific aim the principal should possess the necessary knowledge and prowess to conduct the interpersonal conversation xiii - the necessary communication networks should be established the lack of upward communication has a detrimental effect on the effectiveness of interpersonal communication the school principal should be able to handle the factors and conditions pertaining to the diadic conversation with ease the importance of nonverbal communication should not be underestimated - certain factors have a negative effect on the diadic conversation At the conclusion of this study, the following recommendations were made: - opportunities should be created for the diadic conversation to take place the diadic conversation should be seen as a continuous process principals should endeavour to gain the necessary communication knowledge and skills future leaders in Education should make a thorough study of the art of communication - opportunities should be created for voluntary upward communication guidelines are given for future studies in the field of interpersonal communication

M.Ed. (Educational Management) / Please refer to full text to view abstract

M.Ed. (Education Management) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract