For many years the traditional point of view about principals was that they were the so-called teachers in a leadership role. They took the lead with the teaching of the curriculum and they had to be responsible for controlling the whole educational process. With the changes over the past few years, not only over the entire globe, but also specifically here in South Africa, the role of the principal has also changed. In terms of the new Schools Act and changing education legislation, the principal has many more responsibilities being a representative of the department at the school and a member of the school’s governing body. Human resource management is one of the most important aspects of school management. The purpose of this research is to determine which educational juridical determinants play a role in human resource management at schools. To succeed in the purpose of this research it is firstly determined which statutory common-law and judicial determinants are applicable and secondly the determinants’ implications for human resource management in education are emphasized. Subsequently a literature study was done about the work environment of the principal in the management of human resources at a school. The specific areas of human resource management at a school and the related role of the principal formed an essential pall of the research. After a questionnaire had been sent to a sample of principals and their responses had been statistically analysed, it was possible to deduce findings and compile recommendations. The general impression that came to the fore from the responses was that school principals experience a critical lack of competence as managers of human resources. This is possibly caused by a shortage of proper empowerment in the basic elements of human resource management as well as in the aspects of policy as determined by the Department of Education. The conclusion can justly be made that it will not only presently, but also in the future be absolutely necessary to pay formal attention to this important aspect. The training of teachers must without doubt include elements of human resource management as well as related educational legislation. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this crucial subject, it will definitely lead to more effective and purposive management of schools. Furthermore it will also probably lessen the pressure on principals that will lead to a more stable management environment. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-21T11:05:53Z No. of bitstreams: 1 Mariza Aparecida Santos da Silva.pdf: 1509123 bytes, checksum: 5fbdd6faf495d309b984a271f8b3b194 (MD5) / Made available in DSpace on 2016-12-21T11:05:53Z (GMT). No. of bitstreams: 1 Mariza Aparecida Santos da Silva.pdf: 1509123 bytes, checksum: 5fbdd6faf495d309b984a271f8b3b194 (MD5) Previous issue date: 2016-12-08 / This study aims to investigate the activities prescribed as duties of school principals in official documents and the activities declared by a school chain’s principals and, according to the results found, to elaborate a proposal of a collaborative education that may help them in their activities considering the perspective of the Creative Chain. The researcher has chosen to investigate the activities prescribed in official documents as well as the activities declared by school principals from SESI/SP. For this purpose, three research questions have guided the study: 1. How are the school principal activities configured?; 2. What are the real school principal’s activities along the education process? and 3. Does the way that the school principal manages their activities enable the creation of a Creative Chain? The theme choice is justified by the work of the researcher as a teaching supervisor at SESI/SP and also by the search for a democratic, integrative and collaborative management. This study’s theoretical framework is founded on the Socio-Historical-Cultural Activity Theory (VYGOTSKY, 1934/2001) in relation to what is prescribed in official documents and what the principals declare about their activities and if the activities are integrative in the perspective of the Creative Chain (LIBERALI, 2009). Similarly, this study underlies the importance of education activities focused on school and on collaborative culture practices as development of school processes. In methodological terms, it is a critical-collaborative research, which is based on the discussions of the Socio-Historical-Cultural Activity Theory. Thus, the analysis of official documents, questionnaires and semi-structured interviews has been carried out with two school principals from SESI/SP who integrates the strategic supervision of Santo André city. Considering the results found after the investigation, an education plan was proposed considering management in the perspective of the Creative Chain for the implementation of a school centered collaborative education / Este trabalho tem como objetivo investigar as atividades prescritas nas atribuições do diretor escolar nos documentos oficiais e as atividades declaradas por diretores de uma rede de ensino e, a partir dos resultados encontrados, elaborar uma proposta de formação na perspectiva colaborativa que ajude o diretor escolar em suas atividades na perspectiva da Cadeia Criativa. A pesquisadora escolheu investigar as atividades prescritas nos documentos oficiais do diretor escolar e as atividades declaradas por diretores escolares do sistema SESI/SP e utilizou as seguintes perguntas de pesquisa: 1. Como estão configuradas as atividades do Diretor Escolar?; 2. Quais são as reais atividades do Diretor Escolar no processo de formação? e 3. A gestão das atividades do Diretor Escolar possibilita a configuração de uma cadeia criativa? A escolha do tema se justifica pela atuação da pesquisadora como supervisora de ensino na rede SESI/SP e pela busca de uma gestão democrática, integrativa e colaborativa. O arcabouço teórico deste trabalho está embasado na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY, 1934/2001; LEONTIEV, 1977, ENGESTRÖM, 1987), em relação ao que é prescrito nos documentos oficiais das atividades das Diretoras Escolares e ao que é declarado e se as atividades são integrativas na perspectiva da gestão em Cadeia Criativa. Do mesmo modo, este estudo está embasado na importância das ações formativas centradas na escola e nas práticas da cultura de colaboração como desenvolvimento dos processos escolares. A metodologia utilizada foi a pesquisa crítica com intenção colaborativa, que se apoia nas discussões da Teoria da Atividade Sócio-Histórico-Cultural. Assim, foi feita a análise dos documentos oficiais, dos questionários e das entrevistas semiestruturadas com duas Diretoras Escolares da rede SESI/SP da supervisão estratégica de Santo André. Diante do resultado da pesquisa e das entrevistas, foi proposto um plano de formação educacional, na perspectiva da gestão em Cadeia Criativa (LIBERALI, 2009), na implantação de uma cultura de formação colaborativa centrada na escola

Since the mid 1970s student experience of gender at school has been the focus of intense media scrutiny, academic research and policy development for schools in Australia. This study took as its focus the role of the school principal as a leader for gender equity in schools. It set out to determine the response of 35 Catholic K-6 schools to gender policy directions as contained in gender policy documents published for Australian schools between 1975 and 1997 and to use these findings to determine implications for school leadership for gender equity. The study encompassed three interlinked research phases which contributed to specific learnings about leadership for gender equity. The first research phase entailed a critical analysis of gender policy documents for Australian schools leading to the development of a Policy Analysis Template. Utilisation of the template resulted in a synthesis of gender policy implications which formed the basis for examination of school practice in a sample of K-6 Catholic schools in the next two research phases. The second research phase examined student experience of gender at school using a questionnaire and the third research phase studied teacher and principal experience of gender reform utilising questionnaires. Data analysis methods included content analysis of policy documents, statistical analysis of questionnaire responses to determine particular connections and to identify emerging trends in the data and analysis of the qualitative responses to provide validation and further insights. The research tools developed for this study provide possibilities for future work in gaining insights into policy implementation in schools. The research results confirmed the findings of the implementation literature in terms of leadership. The response of schools to gender policy directions was strongly influenced by a principal who could not only articulate a vision of gender equity but who also had a commitment to translating this vision into practice. The findings also demonstrated a clear link between a school’s commitment to its proclaimed values, formed and shaped by its Catholic ethos and its response to gender equity issues through actual practice. Thus school responses to gender policy directions were seen to be informed and influenced by their articulated vision and mission. Furthermore, results demonstrated that specific gender policy directions had been adopted by schools whereas others had resulted in little or no impact at all. It was beyond the scope of this study to investigate the factors that enabled or inhibited school response to particular gender policy directions although specific gender policy reform priorities were signalled for principal attention. The focus of this study was on the emerging connections and relationships between gender policy directions, student experience of gender at school and teacher and principal experience of gender reform. The recommendations of the study addressed the role of the principal in fostering school commitment to equity practices. The study which utilised a sample of 35 Catholic K-6 schools demonstrated the significant role of the principal in gender reform. The impact of gender policy directions on actual school practice was seen to be dependent on the vision for gender equity and commitment to implement this into practice that the school principal brings to the role of leadership for gender equity.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

This study, one of four cohort studies, was designed to determine the relationship between student performance and leadership practices as perceived by principals and selected site-based decision making committee members of middle schools in the Region 5 Education Service Center area of Texas. Using the Leadership Practices Inventory developed by Kouzes and Posner, the study compared the perceptions of middle school principals and selected observers regarding leadership practices. These leadership ratings were compared to student achievement for each campus in the study. In addition, the study examined if selected demographic variables impact the perception of leaders and observers in regard to leadership. For schools in this particular study, there was no direct correlation between perceived leadership practices of the principals and student achievement as measured by the Texas Assessment of Knowledge and Skills (TAKS) tests. This was true of total LPI scores and also of each individual practice measured by the LPI. The data revealed that principals in the study rated themselves higher as a group than their observers rated them on the LPI. This trend was consistent for the total instrument and for each leadership practice. There were also similarities, however, between the two groups. The practice Model the Way had the highest mean for both groups, while Inspire a Shared Vision and Enable Others to Act were rated lower by both groups of respondents. A researcher-developed questionnaire was used to gather demographic information about each respondent. Years of experience, age group, gender, and ethnicity were all studied to determine if they had any effect on responses. The results indicate that there were some differences when principals and observers were studied separately, but these differences were minimized when the two groups were combined. Of particular interest was the fact that younger principals and less experienced principals rated themselves more conservatively than their older and more experienced colleagues. Younger observers and less experienced observers, however, had a propensity to rate their leader high when compared to older observers and more experienced observers. Neither ethnicity nor gender had an impact on leader ratings.

The purpose of this descriptive, quantitative, non-experimental, cross-sectional study was to determine the self-perceived leadership style of principals in an era of accountability. The research instrument was the Multifactor Leadership Questionnaire with added demographic questions. In addition to the determination of the self-perceived principal leadership style, the intention of this study was to determine the possible relationship of demographic variables such as principal gender, experience, ethnicity, school type (elementary, middle school, and high school), school grade, and school socioeconomic status determined by Title I on leadership styles. The participants of the study were principals from three large school districts in the state of Florida. The dependent variable was the principal leadership style categorized on the Multi-Factor Leadership Questionnaire (MLQ) as transactional, transformational, or laissez-faire. The MLQ also determined the use of behaviors categorized as laissez-faire, authoritative, or participative. The independent variables were the demographic variables, principal gender, ethnicity, years of experience as a school principal, school type (elementary, middle, and high school), school grade, and school socioeconomic status defined by Title I. The data were analyzed with descriptive statistics, correlation analysis, and a series of Factorial ANOVAs to examine the research questions. The results found moderate differences among the demographic variables gender, ethnicity, school level, SES, and change in school grade. No differences were found between leadership styles and the years of experience for principals. The findings of the study may have significance for principals of elementary, middle, and high schools in the identification of different leadership approaches and styles in an era of accountability. The findings of the study may also provide a benefit for principals of schools examining alternative leadership methods to motivate teachers and students to improve academic outcomes.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

For many years the traditional point of view about principals was that they were the so-called teachers in a leadership role. They took the lead with the teaching of the curriculum and they had to be responsible for controlling the whole educational process. With the changes over the past few years, not only over the entire globe, but also specifically here in South Africa, the role of the principal has also changed. In terms of the new Schools Act and changing education legislation, the principal has many more responsibilities being a representative of the department at the school and a member of the school’s governing body. Human resource management is one of the most important aspects of school management. The purpose of this research is to determine which educational juridical determinants play a role in human resource management at schools. To succeed in the purpose of this research it is firstly determined which statutory common-law and judicial determinants are applicable and secondly the determinants’ implications for human resource management in education are emphasized. Subsequently a literature study was done about the work environment of the principal in the management of human resources at a school. The specific areas of human resource management at a school and the related role of the principal formed an essential pall of the research. After a questionnaire had been sent to a sample of principals and their responses had been statistically analysed, it was possible to deduce findings and compile recommendations. The general impression that came to the fore from the responses was that school principals experience a critical lack of competence as managers of human resources. This is possibly caused by a shortage of proper empowerment in the basic elements of human resource management as well as in the aspects of policy as determined by the Department of Education. The conclusion can justly be made that it will not only presently, but also in the future be absolutely necessary to pay formal attention to this important aspect. The training of teachers must without doubt include elements of human resource management as well as related educational legislation. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this crucial subject, it will definitely lead to more effective and purposive management of schools. Furthermore it will also probably lessen the pressure on principals that will lead to a more stable management environment. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003

Abstract The main purpose of the study was to clarify the importance and realization of the duties of a principal. An international viewpoint was sought for the management of Finnish schools through studying what kind of school management exists in Holland and Germany. The importance and realization concerning both actions and experiences expressed by principals about their own work were analysed using questionnaires. The image of the school management was collected by a thematic interview. The study was carried out in Finland, Germany and Holland. The postal questionnaires sent to the Lueneburg and Ludwiglust regions of Germany in 1997 were answered by 19 principals and 13 teachers; and the Friesland region of Holland were answered by 18 principals and 17 teachers. In Holland, three principals were interviewed and in Germany five principals and two chief education officers. In Finland, Northern Savo was selected as the research region. The questionnaires sent in 1998 were answered by 129 principals and 154 teachers. The measures and functioning opportunities of a German principal were similar to the management system existing in Finnish schools during the years 1970-1980. In Holland, indications were that independence and decision-making rights were much wider than in our schools. The principals in Northern Savo were of the opinion that it was important to aim for certain measures through administrative reforms: the development of teaching schemes, goal and results-oriented management, more co-operation with interested groups and the development of internal functions in the school. The largest differences between opinions of the principals were expressed concerning the traditional administrative functions of principals. The results indicated that the administrative culture and the management of the schools are changing. To one part of the principals was assimilated the role of a modern human-oriented director, whilst the other part was continuing to do their work through concentrated administrative work at the offices. According to the Northern Savo teachers, implementing the general functions of principals was carried out quite well. The teachers would like to have more support, opportunities and communication, but not so much control and advice. They also wanted to see the principal concentrating more on the pedagogical concept of the school, but they also did not expect to have as much guidance as their German colleagues did. The teachers considered the principal's role to be more administrative in implementing functions, and were of the opinion that principals were carrying out their functions more traditionally, compared with the opinion of the principals. In all the researched countries, monitoring of individual lessons was considered to be quite unnecessary. On one hand, the results express the variability of the principal?s work, and on the other hand they express the contradiction between the work day duties and expectations. / Tiivistelmä Tutkimuksen päätehtävänä oli selvittää rehtorin tehtävien tärkeys ja toteutuminen. Suomalaisen koulun johtamiseen haettiin kansainvälistä näkökulmaa kartoittamalla, millaista on koulun johtaminen Hollannissa ja Saksassa. Erilaisista organisaatioteorioista ja -malleista valittiin systeemiteoreettinen näkökulma. Koulu ymmärrettiin asiantuntijaorganisaatioksi. Johtamista tarkasteltiin tehtävä- ja henkilöstöjohtamisen perusulottuvuuksien kautta. Koulun johtaminen määriteltiin rehtorin toimenpiteiksi, joiden avulla saavutetaan kouluorganisaatiolle asetetut ja sen itse asettamat tavoitteet. Tehtävien tärkeys ja toteutuminen sekä rehtoreiden kokemukset omasta työstään kartoitettiin kyselylomakkeen avulla. Koulun johtamisen kuvaa täydennettiin teemahaastattelun avulla. Tutkimus suoritettiin Suomessa, Saksassa ja Hollannissa. Saksan L?neburgin ja Ludwigslustin alueelle 1997 lähetettyyn kyselyyn vastasi 19 rehtoria ja 13 opettajaa sekä Hollannin Länsi-Frieslandin alueelta 18 rehtoria ja 17 opettajaa. Hollannissa haastateltiin kolmea rehtoria ja Saksassa viittä rehtoria ja kahta koulutoimenjohtajaa. Suomessa tutkimusalueena oli Pohjois-Savo. Vuonna 1998 suoritettuun kyselyyn vastasi 129 rehtoria ja 154 opettajaa. Tutkimuksen tulosten perusteella pohjoissavolaisia kouluja johdetaan edelleen asiantuntijaorganisaatiomaisesti. Koulun kehittyminen oppivaksi organisaatioksi edellyttäisi hallinnon ja opettamisen vuorovaikutusareenan laajentumista ja avautumista. Näin voitaisiin avoimesti käsitellä ja kehittää sekä opettamiseen että yhteisön hallinnointiin liittyviä asioita. Saksalaisen rehtorin tehtävät ja toimintamahdollisuudet muistuttivat suomalaisen koulun johtamisjärjestelmää 1970- ja 1980-luvuilla. Hollannissa koulujen itsenäisyys ja päätäntävalta todettiin olevan paljon suurempi kuin meillä. Pohjoissavolaiset rehtorit pitivät tärkeinä tehtäviä, joihin on hallinnollisilla uudistuksilla pyritty: opetussuunnitelman kehittämistä, tavoite- ja tuloshakuisuutta, yhteistyön lisäämistä sidosryhmiin ja koulun sisäisen toiminnan kehittämistä. Suurimmat erot rehtoreiden näkemysten välillä ilmenivät perinteisissä rehtorin hallinnollisissa tehtävissä. Tulos viittaa siihen, että koulun hallintokulttuuri ja johtaminen on muuttumassa. Osa rehtoreista oli omaksunut modernin kehittämis- ja ihmissuhdejohtajan roolin osan hoitaessa tehtävänsä edelleen hallintokeskeisesti kansliastaan käsin. Rehtorit olivat onnistuneet keskeisissä tehtävissään pohjoissavolaisten opettajien arvion mukaan melko hyvin. Opettajat odottivat rehtorilta enemmän tukea, edellytysten luomista ja yhteydenpitoa kuin kontrollointia ja neuvomista. He toivoivat myös parempaa paneutumista koulun pedagogiseen toimintaan, vaikkakaan eivät kaivanneet samassa määrin opastusta kuin saksalaiset kollegansa. Rehtorit korostivat opettajia enemmän pedagogista rooliaan. Opettajat mielsivät rehtorin roolin toimeenpanoasioissa hallinnollisempana ja että rehtorit hoitivat tehtäviään perinteisemmin kuin rehtorit itse. Kaikissa tutkimuksen kohteena olleissa maissa koettiin yksittäisten tuntien seuranta jokseenkin turhaksi Tulokset ilmentävät osaltaan rehtorin työn moninaisuutta sekä arkipäivän työn ja odotusten välistä ristiriitaa. Koulun johtamistyölle tulisi luoda nykyistä paremmat edellytykset ja yhteiskunnan tuki. Rehtorit odottavat selkeämpiä tavoitteita, toimintaohjeita ja -valtuuksia.