本研究旨在探討國民中學校長透明化優勢領導與學校混沌動力系統之間的關係。除探討國民中學校長透明化優勢領導、學校混沌動力系統的內涵及現況，瞭解教育人員人口變項及學校背景變項在校長透明化優勢領導及學校混沌動力系統得分的差異情形外，亦分析校長透明化優勢領導與學校混沌動力系統之相關程度，並探討校長透明化優勢領導對學校混沌動力系統的預測情形。 本研究係以台灣地區之國民中學教育人員為研究對象，以「國民中學校長透明化優勢領導與學校混沌動力系統調查問卷」為工具進行研究，內含基本資料、國民中學校長透明化優勢領導問卷及學校混沌動力系統問卷三部分，具有良好的信度、效度。正式施測有效樣本502位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中學教育人員在知覺「校長透明化優勢領導問卷」的總得分上，屬於中上程度，在各向度之得分中，以「誠實至上」最高，最低則是「勇於認錯」。國民中學教育人員在「學校混沌動力系統問卷」的總得分上，亦屬於中上程度，在各向度之得分中，以「回饋機制」最高，最低則是「亂中求序」。 二、教育人員人口變項與學校背景變項中，性別、年齡、服務年資、職務及區域在校長透明化優勢領導問卷上，均具有顯著差異，僅學歷無顯著差異。 三、教育人員人口變項與學校背景變項中，性別、年齡、服務年資、職務及區域在學校混沌動力系統問卷上，均具有顯著差異，僅學歷無顯著差異。 四、教育人員知覺校長透明化優勢領導問卷之得分中，低、中、高三組在整體學校混沌動力系統及學校混沌動力系統各向度上，均有顯著差異；同時，不論在整體學校混沌動力系統或各向度的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 五、校長透明化優勢領導及各向度，與學校混沌動力系統及各向度間呈現出顯著的正相關，亦即教育人員知覺校長透明化優勢領導行為愈高，則校長經營學校混沌動力系統之能力也愈佳。 六、在探討校長透明化優勢領導各向度中，以鼓勵讚賞、傳達警訊、信守承諾、勇於認錯、卸下防禦及沈著鎮靜等六者對學校混沌動力系統之聯合預測力最佳，尤以鼓勵讚賞最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中學校長及未來相關研究之參考。 / The purposes of this study were to explore relationships between principal's transparency edge leading and chaotic dynamical system in junior high school. The fist were to explore the reality for principal's transparency edge leading and chaotic dynamical system in schools. Secondary, the researcher also investigated the differences of school staff’s demographic variables and schools' background variables among principal's transparency edge leading and chaotic dynamical system in schools. Thirdly, to analyze the relationships among principal's transparency edge leading and chaotic dynamical system in schools. Finally, to explore predictive power of principal's transparency edge leading on chaotic dynamical system in schools. This study employed the survey method. The subject were 502 educational staff randomly sample from 70 junior high schools in Taiwan island. Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were： 1. There is above average perception for principal's transparency edge leading and chaotic dynamical system in schools among the junior high school staff. 2. Significant difference existed among the gender, age, seniority, position, and district for principal's transparency edge leading. 3. Significant difference existed among the gender, age, seniority, position, and district for chaotic dynamical system in schools. 4. Significant difference existed among low, middle, and high teachers' perception of principal's transparency edge leading for chaotic dynamical system in schools. 5. Significant positive correlation between principal's transparency edge leading and chaotic dynamical system in schools. 6. In regression forecast of principal's transparency edge leading to chaotic dynamical system in schools, especially the variable of “encouragement and applause” has the biggest predictability. Based on the results of this study, to make some suggestions for educational administration, the junior high school principals and future study.

The problem of this study was the investigation of the development of H.B. 235 and its impact upon the role of the high school principal in Texas, as perceived by high school principals, superintendents, and selected professors of educational administration. The purpose of the study was twofold. First, it analyzed the development and provisions of H.B. 235, and second, it tried to determine the impact of its implementation upon the role of the high school principal in Texas.

Studies conducted in numerous states by various researchers demonstrate that library media specialists who take an active role in the instructional process positively impact student achievement in their schools. Principals are the instructional leaders of their schools, yet the research indicates that they are not knowledgeable regarding the role of the library media specialist. This study explored Virginia elementary school principals' perceptions of the instructional role of the library media specialist, the effect of library schedule on these perceptions, and the origin of these perceptions. Principals who responded to the study strongly endorsed the role of library media specialist as teacher of information literacy skills and as instructional partner. There was no statistically significant difference in perceptions based on the type of library schedule in place—fixed, flexible, or mixed/combination. Respondents indicated that they learn about the instructional role of the library media specialist from library media specialists with whom they work, either in their current positions as principals or through their previous experiences as classroom teachers. Principals form their views based on both negative and positive interactions with library media specialists and base their expectations of their current and future library media specialists on these prior experiences and expectations. This finding indicates that school library media specialist preparation programs should prepare their graduates to positively present their key instructional role and that training in this area should be provided for those library media specialists already in the field. Another key finding was that principals place primary responsibility for initiation of collaboration at both the individual teacher and the school level with the library media specialist. Further research is warranted to explore how principals facilitate full implementation of the instructional role of the library media specialist in their schools.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-18T16:03:16Z No. of bitstreams: 1 Albertina Gioconda de Moraes Marques_.pdf: 1363656 bytes, checksum: 14bf086c9f9fd5eef2d1ad4c0850cb29 (MD5) / Made available in DSpace on 2017-04-18T16:03:16Z (GMT). No. of bitstreams: 1 Albertina Gioconda de Moraes Marques_.pdf: 1363656 bytes, checksum: 14bf086c9f9fd5eef2d1ad4c0850cb29 (MD5) Previous issue date: 2017-01-02 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esse trabalho explora como temática a questão do impedimento às reconduções sucessivas ao mandato de diretor de escola na rede estadual do Rio Grande do Sul. A rede educacional com dados do ano de 2015 contava com mais de 2.500 estabelecimentos de ensino existindo assim um impacto considerável sobre a eleição de diretores e a forma de alternância de poder no cargo. Buscamos compreender como foram construídos os movimentos pré-decisórios na modificação legislativa da gestão democrática no ano de 2012, tratando da recondução ao cargo de diretor. O referencial teórico metodológico é a construção da agenda pública que serviu como sustentação para a pesquisa. Essa investigação, em caráter qualitativo, contou com dados coletados em documentos e complementados por entrevistas, que foram submetidos a análise documental. Analisamos em caráter de contextualização todas as modificações da legislação desde 1995 referentes a possibilidade de recondução aos cargos de diretor. Identificamos dois atores visíveis, que atuaram no processo de modificação, sendo eles a Assembleia Legislativa do Estado e a Secretaria de Educação. Como invisíveis, tivemos os grupos de diretores contrários à mudança e o Centro de Professores do Estado do Rio Grande do Sul, o CPERS/Sindicato. Os dados demonstraram que os movimentos foram construídos com pouca participação, majoritariamente dentro da Secretaria de Educação a qual articulou com a assembleia legislativa a aprovação do projeto. Evidenciou-se que as que as escolas sinalizaram esse problema para o sindicato, contudo a participação dessa entidade não pode ser comprovada. A questão da alternância de poder nos cargos de direção denota-se como um mecanismo de experenciar democracia possivelmente evitando a utilização clientelística e patrimonialista da escola pública, além de conscientizar as comunidades escolares e a mantenedora para com o compromisso de formação de lideranças e de luta pela melhora da qualidade educacional. / The thematic which this work explores is the impediment to the successive reinstatement of the mandate of school´s principals in the state of Rio Grande do Sul. The educational state network in the year of 2015, had more than 2.500 educational establishments. Therefore, there is considerable impact on the election of principals and in the form of power rotation in this positions. Our goal is to understand how the pre decision-making movements were build concerning the change in the legislation of the democratic management in the year of 2012 related to the reinstatement of the principals position. The methodological and theoretical reference used is public agenda building which support this research. This study, in a qualitative manner, has count on data collected and complemented by interviews, which were submitted to documentary analysis. We analyze in a basis of contextualization every alteration made in the legislation since 1995 which refers the possibility of reinstatement in the principals post. We have identified as visible actors in the process of legislation alteration, the Assembleia Legislativa of the State of Rio Grande do Sul and the Education Secretary of State. As invisible actors, we had the Cpers Union and principals ´s group which were contrary about the alteration. The data show that the movements were built with little participation, mainly inside the Education State Secretary which articulated within the Assembleia Legislativa prior to the project approval. It is signalized that the schools told the union about this problem, however the union participation cannot be verified. The matter of rotation of power in the principals position denote itself as an engine of democracy experience possibly avoid the cronyism used in public schools, in addition, to aware school´s community and the Education Secretary of State in the commitment of building new leaderships and for seek a better quality for our education.

Made available in DSpace on 2016-06-02T19:38:53Z (GMT). No. of bitstreams: 1 1717.pdf: 1432579 bytes, checksum: 9b7d328f9cfd9adf4690e8156a0cdd78 (MD5) Previous issue date: 2008-01-10 / This dissertation searched to analyze be the selection of a school principal a supervisor that was implemented after the fundamental teaching municipalization in the 90 s. Therefore, it was taken as empiric base the developed actions in a city from São Paulo state from 1999 to 2006. To emphasize the progressive alternation in the recruitment of these public servants, there s a public contest of tests and titles made in São Paulo. The objective was to understand how the city organized to select supervisors and school pricipals, and how it was happened. Therefore, a group of people had participated somehow of these choices could supply the essential information for the study development. For uderstanding the measured of these selections it was based in impersonal, candidate s professional knowledge and the execution of the abstract norms established or reaffirmed the beginnings a political culture based in patrimonialism and in clientelism, characteristics of the brazilian state / A presente dissertação buscou analisar a seleção de supervisor e diretor escolar implementada após a municipalização do ensino fundamental em meados da década de 1990. Para tanto, tomou-se como base empírica as ações desenvolvidas em um município paulista no período de 1999 a 2006. Destaca-se, ainda, a progressiva alteração no recrutamento destes servidores públicos no quadro do magistério, tendo em vista que no estado de São Paulo isto se materializa por meio de concurso de provas e títulos. O objetivo central foi compreender como que neste município se organizou a seleção de supervisores e diretores de escola. Para tanto, recorreu-se a um conjunto de sujeitos que participaram, de algum modo, destas escolhas e que por isso puderam fornecer as informações essenciais para o desenvolvimento deste estudo. Procurou-se entender em que medida as seleções de servidores públicos para atuarem no campo educacional refletiram a impessoalidade, o conhecimento profissional do candidato e o cumprimento às normas abstratas estabelecidas ou reafirmaram os princípios de uma cultura política baseada nos laços do patrimonialismo e do clientelismo, marcas da formação do Estado Brasileiro

For diploma thesis I chose the topic of management of educational institutions. The aim of the thesis is an analysis of managerial activities director nursery school focusing on personnel management. We focused on the issue of the relationship performs headmaster all managerial activities, what time frame they have to pay, how well it is able to fulfill. Individual chapters are based on the general theory of management, managerial functions, personnel, operations and human resources management. The practical part of the evaluation research. Method for obtaining data was used, primarily, time snapshot of all activities director kindergarten and secondarily, identification questionnaire. Based on the research model was created activities director kindergarten with basic timing in the form of a monthly interval. In the end we will find the time spent evaluating director of the kindergarten and recommendations, which should streamline the functioning of the school.

Magister Educationis - MEd

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T12:41:30Z No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-11T15:04:39Z (GMT) No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Made available in DSpace on 2015-12-11T15:04:39Z (GMT). No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) Previous issue date: 2015-07-07 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta uma avaliação de resultados e efeitos do Curso de especialização em Gestão Escolar do Programa Nacional Escola de Gestores da Educação Básica (PNEGEB), considerando três dimensões: quem elabora (Ministério da Educação), quem implementa (Universidade Federal de Viçosa - UFV) e os beneficiários (egressos). Como ponto de partida, a premissa foi de que a formação de gestores provoca mudanças na gestão escolar, contribuindo para a melhoria da qualidade da educação pública. Na metodologia foram utilizadas de forma associada as abordagens qualitativa e quantitativa, com a realização de entrevistas semiestruturadas com um Gestor do MEC, uma Gestora do Grupo de Trabalho Interinstitucional do Programa, uma Gestora da UFV e cinco diretoras de escolas. Além das entrevistas foi realizado um survey online com 102 egressos. As análises dos dados foram viabilizadas pelo método de análise de conteúdo e por procedimentos estatísticos. Para justificar a pesquisa, delineou-se um estado da arte sobre avaliação de políticas educacionais a partir de dados do Banco de Teses/Resumos da Capes e dos anais da ANPEd (GT 5 Estado e Políticas Educacionais). O estudo teórico envolveu a caracterização do PNEGEB e a abordagem dos temas gestão escolar democrática, formação de gestores escolares, bem como a análise e avaliação de políticas educacionais, sendo apresentada a Abordagem do Ciclo de Políticas como o modelo escolhido para analisar o curso. A partir das análises empreendidas, é possível confirmar a hipótese de que os resultados e efeitos positivos do Curso são expressos num processo formativo de qualidade e que pode incidir sobre o desenvolvimento de uma gestão escolar democrática, segundo seus egressos. Contudo, no que tange às perspectivas, paira a insegurança quanto à continuidade do Programa, por ser uma iniciativa de governo. / This thesis presents an evaluation of results and effects of the specialization course in School Management of the Programa Nacional Escola de Gestores da EducaçãoBásica (PNEGEB) (Manager's School National Program of Basic Education), considering three dimensions, i.e., someone who plans (Ministry of Education), someone who implements [Universidade Federal de Viçosa (UFV) Federal University of Viçosa], and the beneficiaries (graduates). As a starting point, the premise is that management training causes changes in school management, contributing for improving the quality of public education. Associated qualitative and quantitative approaches were used as methodology, with the completion of semi-structured interviews with a Manager of Ministério da Educação e Cultura do Brasil (MEC) (Ministry of Education and Culture of Brazil), a Manager of the Inter-Institutional Working Group of the program, a Manager of UFV, and five Principals of schools. Besides the interviews, an online survey was performed with 102 graduates. The data analyzes were made possible by the content analysis method and statistical procedures. To justify the search, a status of the art about evaluation of educational policies was outlined up based on data from the Bank of Thesis/Abstract of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) (Higher Education Personnel Improvement Coordination) and annals of Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) (National Association of Graduate Studies and Research in Education ) (Grupo de Trabalho (GT) 5 - Estado e Políticas Educacionais (Work group 5 - State and Educational Policies). The theoretical study has involved the characterization of PNEGEB and the approach of democratic school management issues, training of school managers, as well as analysis and evaluation of educational policies; and the Policy Cycle Approach as the chosen model was presented to analyze the course. On the basis of the undertaken analysis, it is possible to confirm the hypothesis that the positive results and effects of the course are expressed in a formative quality process and can focus on the development of a democratic school management, according to professionals proceeding from this course. However, with respect to the prospects, the insecurity remains as to the continuity of the program, because this is a government initiative.

This study aims at investigating the managerial imperatives of teen motherhood in public secondary schools in the Mamaila circuit, Limpopo province. The focus is on the managerial imperatives of teen mothers that principal must fulfil; the experiences of principals that have teen mothers in their school; the ability of the principals to fulfil these managerial imperatives; and the kinds of support principals give teen mothers. The study was informed by the legal framework entrenched in Chapter 2 (Bill of Rights) of the Constitution of South Africa, especially such concepts as equality, human dignity, security, the interest of the child, the right to basic education and the safety of learners. In South Africa it is illegal to expel pregnant girls in terms of the Constitution of the Republic of South Africa (hereafter Constitution) (RSA, 1996a). Schoolgirls who become pregnant are allowed to return to school after giving birth (Kaufman, De Wet and Stadler, 2001:147). The learner pregnancy policy (DoBE, 2007) puts obligations to principals to deal with each case confidentially (i.e. to respect the human dignity of the learner); to support the learner by encouraging her to continue with education prior to and after the delivery of the baby; to put in place appropriate mechanisms to deal with unfair discrimination, hate speech or harassment that may arise. The findings have revealed that most of the principals are not aware of the departmental policy on learner pregnancy, but they acknowledge that it is unconstitutional to expel a pregnant learner. Principals find it difficult to liaise with learners who are on maternity leave in terms of giving them school tasks as advocated by the learner pregnant policy (DoBE, 2007). Learners who are entitled to receive a child-support grant disrupt school on the social grant payday by queuing for permission to go to local pay points. Principals also experience late-coming and absenteeism from teen mothers due to a lack of reliable people to care for their babies during the school day. The performance of teen mothers deteriorates due to the household chores of taking care of the baby and having no time to attend extralessons or afternoon study sessions at school. The study has also revealed that principals engage the local clinics officials to present pregnancy awareness with the learners as a way of educating them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

The diploma thesis deals with the management styles of directors of educational institutions in the Czech Republic. Its aim is to analyze the influence of the school principal's management style on the teaching staff in a connection with the management of work performance and the development of pedagogical staff. The first part of the thesis deals with and describes the theoretical background. It defines the basic concepts of general management, people management and specifies all for the school environment. It presents knowledge about leadership styles, about work performance, which is specified for work performance management in non-profit organizations. Another presented aspect of the leader's work is the professional development of employees, which in the field of education is represented by the school principal through a compulsory further education of pedagogical staff - in service. The second part of the thesis presents a questionnaire of sociologist Professor Dr Philip Hallinger entitled - The Principal Instructional Management Rating Scale, abbreviated PIMRS, which the author of thesis translated and tested in the environment of Czech schools. The results of the empirical survey of questionnaires are supplemented by the results of semi-structured interviews with principals and teachers....