"An overview of the history and actual practice of supervision in Bay County [Florida], to attempt to state the present point of view and philosophy underlying the supervisory practices, and to formulate and present some definite plans for improvement. This study shall be limited to those phases of the Supervisor's activities which deal with the elementary schools serving the white population of Bay County"--Page 1. / "Presented to the Graduate Committee of Florida State College for Women in partial fulfilment of the requirements for the Degree of Master of Arts under Plan II." / "July, 1944." / Typescript. / Advisor: Dean R. L. Eyman, Professor Directing Paper. / Includes bibliographical references.

The purpose of this study is to deal specifically with three administrative problems which were in outstanding need of improvement in Bay County in September 1943. These problems concerned the management of textbooks, libraries, and lunchrooms. In dealing with each of these problems, a survey of the situation in September, 1943, will be presented first, then a study of accomplishments for the 1943-1944 term, and lastly tentative plans for further development and improvement. / "A Paper." / "July, 1944." / Typescript. / "Presented to the Graduate Committee of Florida State College for Women in partial fulfillment of the requirements for the Degree of Master of Arts under Plan II." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaf 50).

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Management and Leadership / M. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

香港政府在二千年推行教育改革，校長作為學校教學領導團隊的核心領導者，如何帶動學校的教學發展更趨重要。本研究探討香港小學校長教學領導的具體策略，以及在實踐教學領導過程中，如何受到不同因素的影響。 / 本研究採用質化的多重個案研究方法，挑選了校長教學領導較為成功的兩所小學作為研究對象，探討有關問題。研究資料搜集方法包括訪問校長及學校主要的中層教學領導教師及部分基層教師；實地觀察課堂教學、教師專業發展活動和不同類型的會議；以及分析學校、政府、大專院校的文件。 / 研究發現，在推動學校學與教發展的過程中，校長的領導策略是根據學校的獨特情境而選擇的，沒有一個放諸四海皆準或是所謂「最佳」的策略。面對着來自不同層面的各種不同因素的考驗及牽制，教學領導的效能取決於校長領導策略、行為與情境的配合，能否運用其領導解難能力，將挑戰轉化為發展機會。而在這過程中，建立學校教學願景、促進團隊正面人際關係及環境氛圍是校長教學領導的重要策略。 / 研究進一步發現，校長個人信念、經驗、專業知識及領導能力、個人特質等，是影響校長教學領導策略的重要因素。因為個人信念和經歷對領導工作內容具有一種指向性作用，確立校長如何定義學生的學習、教師的教學；而個人專業知識和能力與及個人特質這兩項，則是實踐學校願景的一些能力條件；校長需要依靠這些知識、能力特長去推動教學發展及學校改進。可以說，信念、經歷、專業知識和能力、個人特質之間是相輔相成的。 / 研究又發現，校長教學領導策略和學校情境內的不同因素，包括學校文化、教師、中層領導、學生和家長等等具交互影響，彼此不斷調校以回應改進需求。最後，隨着校長領導策略發揮作用，學校出現變革，中層教學領導能力提升，他們不僅協助校長深化和加快教學發展，也幫助學校回應新挑戰。因此，學校情境因素亦是影響校長教學領導策略不可忽略的重要因素。 / 本研究對校長教學領導的知識領域有三方面的貢獻，它揭示了（1）校長在學校學與教發展過程中扮演引導教學發展方向及營造學校正面文化的關鍵角色；（2）不同因素對校長教學領導策略的影響；以及（3）校長教學領導策略成功發揮作用所需要的條件，就是各項策略與校長個人因素、學校情境因素之間的配合。 / Since year 2000, Hong Kong government has initiated a number of educational reforms. Being a center figure in our school structure, the role of principals has become increasingly crucial to the success of those reforms. This study aims to understand Hong Kong school principals’ strategies on instructional leadership and factors affecting them. / The study employed a multiple-case design. Two primary schools with widely recognized reform success were purposefully chosen. Data collected include interviews of principal, key middle managers and teachers; it also included observations of classes, student activities, staff development activities, and meetings at different levels; and reviews of documents from various sources. / The study found that there is no one-size-fits-all nor the best strategy when principals try to improve their schools or to upgrade teachers’ knowledge and skills. Rather, principals should tailor their own plans for teachers’ professional development and school improvement, and the strategies need to be context-specific. Faced by challenges from their changing educational environment, principals’ problem-solving ability determined how well their schools could address these new challenges. All through their leading process, it was found that building a vision for the school, and cultivating a positive social relationship and school atmosphere are crucial tasks for the success. / This study further discovered that principals’ beliefs, experiences, professional knowledge and skills, and personal characteristics are among others the crucial factors for successful leadership. These factors are interrelated in such a way that they either serve as guiding principle for decision making or they provide the essential capacity for the accomplishment. / More notably, this study identified a reciprocal effect between leadership strategies and school context, like the existing characteristics of school culture, teachers, students and their parents. Last but not least, empowered by the principal, the emerged senior and mid-level leaders not only helped the schools deepen and broaden the development, but also increased their capacity to address new challenges. / The study contributes to the knowledge of instructional leadership in three ways. First, it deepens the understandings of school principals’ role in school improvement, particularly in choosing the focus of development and establishing a positive school culture. Second, it makes explicit the pathways of factors in changing school principals’ strategies. Third, it reveals a good matching between strategies and personal factors as well as school context is an essential criterion for the effectiveness of instructional leadership. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 呂斌. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 438-461). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lü Bin. / Chapter 第一章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 香港教育改革要求教與學的革新 --- p.1 / Chapter 1.1.2 --- 教育改革中校長領導角色的重要 --- p.2 / Chapter 1.1.3 --- 校長教學領導角色的新挑戰 --- p.4 / Chapter 1.1.4 --- 香港的校長教學領導研究 --- p.6 / Chapter 1.1.5 --- 小結 --- p.7 / Chapter 1.2 --- 研究目的 --- p.8 / Chapter 1.3 --- 研究問題 --- p.10 / Chapter 1.4 --- 研究意義 --- p.10 / Chapter 1.4.1 --- 理論意義 --- p.10 / Chapter 1.4.2 --- 實踐意義 --- p.11 / Chapter 第二章 --- 文獻析評 --- p.12 / Chapter 2.1 --- 校長領導 --- p.12 / Chapter 2.1.1 --- 校長領導角色的發展 --- p.12 / Chapter 2.1.2 --- 香港校長領導的研究 --- p.14 / Chapter 2.2 --- 教學領導的概念 --- p.19 / Chapter 2.2.1 --- 教學領導概念的源起 --- p.19 / Chapter 2.2.2 --- 教學領導的不同定義 --- p.21 / Chapter 2.2.3 --- 小結 --- p.27 / Chapter 2.3 --- 校長教學領導的特點 --- p.28 / Chapter 2.3.1 --- 校長教學領導對學生學習只有間接影響 --- p.28 / Chapter 2.3.2 --- 傳統校長教學領導着重監察 --- p.30 / Chapter 2.3.3 --- 近年校長教學領導開始結合分散領導的特點 --- p.31 / Chapter 2.3.4 --- 小結 --- p.33 / Chapter 2.4 --- 校長教學領導的策略 --- p.34 / Chapter 2.4.1 --- 校長教學領導的研究 --- p.34 / Chapter 2.4.2 --- 校長教學領導的策略研究 --- p.37 / Chapter 2.4.3 --- 校長教學領導的策略 --- p.55 / Chapter 2.5 --- 影響校長教學領導策略的因素 --- p.67 / Chapter 2.5.1 --- 從單向影響模型探討影響校長教學領導策略的因素 --- p.68 / Chapter 2.5.2 --- 從相互影響模型探討影響校長教學領導的因素 --- p.78 / Chapter 2.5.3 --- 綜合兩類模型歸納出影響校長教學領導策略的因素 --- p.85 / Chapter 2.5.4 --- 小結 --- p.96 / Chapter 第三章 --- 研究方法與研究設計 --- p.97 / Chapter 3.1 --- 研究問題及概念框架 --- p.97 / Chapter 3.1.1 --- 研究問題 --- p.97 / Chapter 3.1.2 --- 研究框架 --- p.98 / Chapter 3.1.3 --- 主要概念的操作性定義 --- p.99 / Chapter 3.2 --- 研究方法 --- p.101 / Chapter 3.2.1 --- 質的研究取向 --- p.101 / Chapter 3.2.2 --- 個案研究策略 --- p.102 / Chapter 3.3 --- 個案研究設計 --- p.103 / Chapter 3.3.1 --- 個案的選擇 --- p.103 / Chapter 3.3.2 --- 研究對象的選擇 --- p.107 / Chapter 3.3.3 --- 研究工具及資料的搜集 --- p.108 / Chapter 3.3.4 --- 研究工具與研究問題的配合 --- p.117 / Chapter 3.4 --- 研究程序 --- p.118 / Chapter 3.4.1 --- 先導研究 --- p.119 / Chapter 3.4.2 --- 研究個案資料的整理與分析 --- p.121 / Chapter 3.5 --- 研究可靠性與研究倫理 --- p.123 / Chapter 3.5.1 --- 研究可靠性及真實性 --- p.123 / Chapter 3.5.2 --- 研究推論 --- p.125 / Chapter 3.5.3 --- 研究倫理 --- p.125 / Chapter 3.6 --- 研究限制及彌補措施 --- p.126 / Chapter 第四章 --- 校長的教學領導策略 --- p.127 / Chapter 4.1 A --- 校校長的教學領導策略：關注教學成效為主 --- p.127 / Chapter 4.1.1 --- 確立學校教學發展願景 --- p.127 / Chapter 4.1.2 --- 促進教師教學專業發展 --- p.135 / Chapter 4.1.3 --- 促進學生學習 --- p.184 / Chapter 4.1.4 --- 建立團隊正面人際關係及環境氛圍 --- p.198 / Chapter 4.1.5 --- 本節小結 --- p.204 / Chapter 4.2 B --- 校校長的教學領導策略：注重團隊文化為先 --- p.205 / Chapter 4.2.1 --- 確立學校教學發展願景 --- p.206 / Chapter 4.2.2 --- 促進教師教學專業發展 --- p.217 / Chapter 4.2.3 --- 促進學生學習 --- p.258 / Chapter 4.2.4 --- 建立團隊正面人際關係及環境氛圍 --- p.269 / Chapter 4.2.5 --- 本節小結 --- p.294 / Chapter 4.3 --- 對個案學校校長教學領導策略的綜合分析 --- p.295 / Chapter 4.3.1 --- 確立學校教學發展的願景 --- p.295 / Chapter 4.3.2 --- 促進教師教學專業發展 --- p.297 / Chapter 4.3.3 --- 促進學生學習 --- p.308 / Chapter 4.3.4 --- 建立團隊正面人際關係及環境氛圍 --- p.311 / Chapter 4.3.5 --- 教學領導策略的關鍵 --- p.315 / Chapter 4.4 --- 本章小結 --- p.319 / Chapter 第五章 --- 影響校長教學領導策略的因素 --- p.326 / Chapter 5.1 --- 校長個人因素的影響 --- p.326 / Chapter 5.1.1 --- 校長個人信念、價值觀的影響 --- p.326 / Chapter 5.1.2 --- 校長個人經歷的影響 --- p.335 / Chapter 5.1.3 --- 校長專業知識和能力的影響 --- p.342 / Chapter 5.1.4 --- 校長個人特質的影響 --- p.351 / Chapter 5.1.5 --- 本節小結 --- p.360 / Chapter 5.2 --- 學校情境因素的影響 --- p.361 / Chapter 5.2.1 --- 學校歷史背景的影響 --- p.361 / Chapter 5.2.2 --- 學校文化的影響 --- p.369 / Chapter 5.2.3 --- 學校教師的影響 --- p.374 / Chapter 5.2.4 --- 中層領導特性 --- p.382 / Chapter 5.2.5 --- 學校學生和家長的影響 --- p.386 / Chapter 5.2.6 --- 本節小結 --- p.392 / Chapter 5.3 --- 校外情境因素的影響 --- p.394 / Chapter 5.3.1 --- 香港的教育政策 --- p.394 / Chapter 5.3.2 --- 社會文化、現象 --- p.398 / Chapter 5.3.3 --- 校外支援團體、顧問 --- p.399 / Chapter 5.3.4 --- 本節小結 --- p.401 / Chapter 5.4 --- 本章小結 --- p.402 / Chapter 第六章 --- 研究討論及結論 --- p.406 / Chapter 6.1 --- 研究的討論 --- p.406 / Chapter 6.1.1 --- 堅定的信念與清晰的工作目標是最大的關鍵 --- p.406 / Chapter 6.1.2 --- 團隊成員互信關係的建立是教學領導成功的基本保證 --- p.409 / Chapter 6.1.3 --- 校長教學領導與團隊領導的配合 --- p.412 / Chapter 6.1.4 --- 校長個人質素的條件 --- p.417 / Chapter 6.1.5 --- 領導策略與情境的互動關係 --- p.420 / Chapter 6.2 --- 本研究的結論及建議 --- p.425 / Chapter 6.2.1 --- 校長教學領導的策略 --- p.426 / Chapter 6.2.2 --- 校長教學領導策略的影響因素 --- p.428 / Chapter 6.2.3 --- 校長教學領導培訓的建議 --- p.429 / Chapter 6.3 --- 本研究的貢獻 --- p.434 / Chapter 6.4 --- 本研究的反思 --- p.435 / Chapter 6.4.1 --- 本研究的局限 --- p.435 / Chapter 6.4.2 --- 對未來研究的建議 --- p.437 / 參考文獻 --- p.438

Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously marginalised school-based Grade classes of the Gauteng North District, at Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected practitioners, Head of Departments and school principals. Data was collected through observations, documents analysis and semi structured interviews (individual and focus group). The total of 33 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their schools. It included schools from rural, semi-rural, semi urban and farm areas. To analyse the information collected, responses were grouped into categories as they appear in the practitioners’ observation template and ATLAS ti. software themes for individual and focus group interviews. The findings showed that the nature of supervision and support provided in Grade classes compromised the quality of teaching. Practitioners were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Departments also mentioned lack of knowledge of Grade R practices, work overload and limited time as challenges that inhibit them to provide the needed support. Their concerns were also confirmed by the findings of the conducted classroom observations. The mistakes and omissions made by practitioners when carrying out Grade R daily routine activities indicated a lack of proper guidance and support. It was also confirmed during practitioners’ interviews that, practitioners worked on their own without any classroom support or guidance. The problems noted were exacerbated by the lack of professional qualification of practitioners. This study made recommendations and proposed a functional model of supervision and support that could address the challenges of poor supervision and support at Grade R classes. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Leadership and Management / M. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

The impetus of this paper is a survey conducted in Taylor County, Florida, by the writer. The survey was more extensive than intensive; for example, fifty people were submitted a questionnaire containing five questions; and were chosen at random to represent a cross section of the people of the county. Several professional people, laborers, housewives, filling station operators are typical examples of people applying to the survey. The five questions or statements submitted pertained to Taylor County schools. / Typescript. / "May 1955." / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Harris W. Dean, Professor Directing Paper. / Includes bibliographical references.

This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision / Educational Studies / D. Ed. (Education Management)