Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 169-173).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 208-218). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 132-139). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 105-110). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1999.

Submitted in fulfilment of the requirements of the Masters in Education in the Department of Educational Planning and Administration in the Faculty of education at the University of Zululand, 2019. / The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process. / National Research Foundation of South Africa

(Uncorrected OCR) government? How do policy entrepreneurs lead a campaign and whip up public opinion? There is a perception that the HKSAR Government sometimes underestimates the power of interest group campaigns and even neglects their importance under the executive-led system. The legislation of SBM is an example. There are other examples such as the opposition to the enactment of the Article 23 of Basic Law, the July 1, 2003 rally, and the harbour reclamation issue. The study of interest group campaign and politics during the legislation process of the SBM Bill can help the government to understand the importance of manipulation of public opinions and be conscious of politics and interest group campaigns. Much of the discussion in this paper is sourced from face-to-face and telephone interviews conducted with heads of different interest groups and educators. In addition to interviews, information is obtained from the government and LegCo websites and newspaper clippings too. The organization of this dissertation is as follows: Chapter One: Introduction This chapter identifies the SBM legislation as a public policy issue and the objective of the study. Chapter Two: Introduction of the School-based Management This chapter provides a brief history of the implementation of the SMI in 1991 and the disputes of SBM legislation in 2004. Chapter Three: School Governance and School Administration This chapter provides a brief introduction of the development of SSBs and their importance to the education system of Hong Kong. Moreover, it gives a brief introduction of school governance and school administration in Hong Kong, and the changes after the SBM Bill came into effect. Chapter Four: Problem Identification This chapter identifies the problems caused the introduction of the SMI and SBM in Hong Kong. Chapter Five: The Politics of School-based Management Legislation This chapter identifies the policy actors and activities involved in the SBM legislation. It also examines how politics has influenced the policy decision. Chapter Six: The Importance of Policy Entrepreneurs in the Politics of School-based Management Legislation This chapter explains the importance of the role of policy entrepreneurs in the SBM legislation; how they worked with interest groups in the interest group campaign. This chapter concludes with lessons to be learned by the government from the SBM Bill issue. 6 Chapter Seven: The Implementation of School-based Management and Looking to the Future This chapter identifies the obstacles in implementing the SBM in Hong Kong. In tackling the wait-and-see attitude, the government putting in extra resources, including money incentives, to attract more schools to establish IMCs as soon as possible; a proposal that has angered the SSBs yet again. Note 1 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), see http://www.legco.gov.hk/vr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf. 2 Ibid. 3 Education Commission, Education Commission Report No . 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3. 4 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), p. 4, see http://www.legco.gov.hk/yr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf. 5 Education Commission, Education Commission Report No. 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3. 6 Legislative Council, LC Paper CB (2) 880/00-01(01) Recommendation of the Advisory Committee on School-based Management, (Hong Kong: Legislative Council, February 19, 2001), see http://www.legco.gov.hk/yr00-01/english/panels/ed/papers/880e01.pdf. 7 Ma Ngok, "Executive-Legislative Relations: Assessing Legislative Influence in an Executive-Dominant System," in Lau Siu-kai, ed., The First Tung Chee-hwa Administration: The First Five Years of the Hong Kong Special Administrative region, (Hong Kong: The Chinese University Press, 2002), pp. 351-352. 7 / abstract / Public Administration / Master / Master of Public Administration

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 110-116).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 110-116). Also available in print.

This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.