During the past few decades the role and functions of the principal have undergone a radical change. Traditionally, the principal was merely the head of the school and her/his role and functions at the school were to implement policies set out by the education authorities. The principal was required to have professional training and experience to manage the school. The traditional view was that a competent educator with a certain number of years of experience, and the right personality, was well equipped for the task and the demands of principalship. This makes the assumption that the ability needed by an educational leader to perform certain administrative and managerial tasks could be developed through experience. The present study attempted to interrogate this assumption. It was hypothesized that there is a need for induction programmes and professional development programmes for newly promoted management personnel. This research was undertaken to determine the degree of managerial competence amongst principals and other senior management personnel in primary and secondary schools. The quantitative method of research was adopted. Based on the assumption that there was a serious lack of leadership competencies among senior management teams at schools and there was a need to address this problem, a questionnaire was drawn to obtain responses from both senior management teams and educators at six South African public schools, and to compare the responses of both groups to the same questions. Results of the present investigation reveal that the underlying problem of the lack of leadership competencies amongst senior management personnel lies in the fact that they have not been properly inducted into their roles as well as the lack of professional development courses. Findings from the present research emphasize the increasing importance for management training of the educational leader. This should comprise two aspects, viz., basic management training (the academic-professional component) followed by a management development programme (in-service training). Managers should be given courses in, inter alia, school management, curriculum and programme development, school law, supervision of instruction, human relations, school finance and budgeting, personnel administration, leadership, community relations, internship and field experience, child and adolescence development, psychology of learning, counselling and guidance theory and practice. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The purpose of this study is to analyze and to determine some fundamental principles basic to an effective democratic organization of school teachers and administrators. In so doing, attention will be given to the need for such an organization, to the shortcomings of present organizations, and to the fundamental principles which should underlie any effective organization.

The primary aim of the study was to investigate the relationships between principal transformational leadership, school organization change, and school effectiveness for the elemental and junior schools in Yunlin, Chiayi, and Tainan areas using questionnaire analysis. The samples of 600 teachers were chosen from 59 schools in Yunlin, Chiayi, and Tainan areas by stratified random sampling. There were 479 valid responses from the target teachers. Finally, the data was analyzed using the method of descriptive and inferential statistics, including mean and standard deviation, t-test, oneway ANOVA, Scheff¡¦s method, Pearson¡¦s product-moment correlation, and stepwise multiple regression. The main findings of this study are shown in the following: 1.The score of principal transformational leadership is above the average, of which the intellectual stimulation is relatively better. 2.The score of school organization change is up to the average, of which the revolution management method is relatively high. 3.The score of school effectiveness is at the high level, of which the cognition of community and parents is relatively better. 4.The male, old, senior, and administrative teachers and the teachers in the large schools and elemental schools have higher cognition of principal transformational leadership than the female, young, junior, and general teachers and those in the middle schools and junior schools, correspondingly. 5.The male, old, senior, and administrative teachers and the teachers in the middle schools and elemental schools have higher cognition of school organization change than the female, young, junior, and general teachers and those in the large schools and junior schools, correspondingly. 6.The old, senior, and administrative teachers and the teachers in the large schools, city schools, and elemental schools have higher cognition of school effectiveness than the young, junior, and general teachers and those in the small schools, country schools, and junior schools, correspondingly. 7.The higher the principal transformational leadership, the more the school organization change; the more the school organization change, the higher the school effectiveness. As a result, the higher principal transformational leadership results in the higher school effectiveness. 8.The principal transformational leadership and school organization change can apparently predict the school effectiveness, of which the change management method can best predict the school effectiveness.

The purposes of this study are to first investigate various leadership and management styles of Catholic secondary school principals and their impact on school discipline and secondly to determine whether there is a correlation between leadership and management styles of secondary school principals and discipline in the school. The rationale behind the research topic is that the researcher has realised that many black public schools in South Africa are dysfunctional and cannot deliver quality learning and teaching. The reason for this sorry state of affairs is historical and well known. Most of these schools, to make the transition from dysfunctional to effectiveness, do not require courses in the market. What they require, and it is sorely missing, is strong and effective leadership. The role of a principal in a school is crucial. The success of the process of restoring the culture of teaching and learning rests to a large extent on the principal. This is mainly because he/she is the one who has to lead the entire school community in implementing whatever plans and programmes are to be put in place. Teaching is like riding a wild horse. Even though you're in the saddle it sometimes feels as if you're only barely in control and, if you stop paying attention for just one second, you will end up in the mud. One of the greatest challenges that teachers face when starting out in their careers is learning how to deal with unruly and badly behaved learners so that the rest of the class can get on with the lesson. Teachers often say that they are not paid to discipline learners they are paid to teach them. However, without discipline there can be little learning. Without discipline education is not possible. Discipline is the very foundation on which education should seek to build. Many of our secondary schools are still in crisis today because discipline is undermined. In Chapter one the problem to be researched, the statement of the problem and the purpose of study, general assumptions of study and definitions of terms were introduced. Chapter two examined the literature available. That was done to expand upon the context and the background of this study and to further define the problem and provide an empirical basis for the development of the hypothesis. Chapter two also examined the Leadership Traits theory, the Situational Contingency theory, the Pathgoal theory, Collaborative, Democratic or Participative leadership styles, Autocratic leadership style, Laissez Faire leadership style and leadership according to Gospel values. The Democratic and Situational contingency leadership styles were singled out as the styles of leadership applied most often in a number of organisations. Leadership according to Gospel values will be the most suitable, especially for principals in Catholic schools. It is very much intertwined with the democratic leadership style. There was strong evidence from the literature studied that these styles, if properly applied, can go a long way in helping the principals of schools to live up to the challenges they are facing in education. It is these leadership styles coupled with an understanding of transformation issues in education such as: new principles and values of education systems in South Africa; teaching and learning as the main aims of the education and management, self-reliant schools (self-managed), governance, building schools as learning organisations, and certain skills that could enable principals to be effective leaders in their schools. In order for principals to provide proper and effective leadership, they should be competent in the following aspects: • Stakeholders' involvement in the management of schools • the use of different leadership styles as propounded by the Situational Contingency Theory • team work, and • effective and efficient communication with stakeholders. Chapter three examined the overview of Catholic Education in South Africa, The distinctive Religious character of the Catholic school, Characteristics of a Catholic school, school discipline and how poor school discipline can be prevented and a model for effective discipline in a school. It also focused briefly on the impact of the South African Schools Act No 84 of 1996 and the Bill of Rights as enshrined in the Constitution of South Africa on school discipline. In Chapter four the research methodology was examined. This included the structuring of the questionnaire to try to get factual information, opinions and attitudes about the problem. The questionnaire focused on the following: • stakeholders' involvement in management tasks • the leadership and management styles of principals • how the principal is perceived by stakeholders • communication with stakeholders • teamwork • parental involvement and • how discipline in the school is perceived by stakeholders. The questionnaire was then administered to all educators, members of the school governing bodies, members of the Representative Council of Learners and principals of all Secondary Catholic schools in Limpopo. Chapter five deals with data analysis, interpretation, findings and recommendations. In conclusion, of all the leadership styles discussed, the Situational Contingency, and emerging participatory democracy and leadership according to Gospel values appear to be the most appropriate styles of leadership in South African Education today. The three leadership styles are like rosebuds in that they bring forth positive results but also have associated thorns and dangers. If we can locate the thorns, then we can learn how to hold the flower without injury. Different leaders and managers adopt different styles of leading and managing their organisation (school). As a result there is no single perfect leadership or management style. It is, however, important that leaders must be able to weigh and consider ensuing or confronting situations and circumstances and to adapt accordingly. Good educational establishments require disciplined environments. Teachers, parents and students need clear strategies and guidelines that encourage learning. They need to ensure that learning is well structured and orderly. Good relationships need to be maintained in learning institutions to improve motivation and raise the quality of education for all. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This study examines managerial challenges of Novice Primary School Principals and their coping strategies in the face of these demands. In the absence of comparative studies it can be concluded that there are gaps and silences in the literature. A comprehensive questionnaire to novice primary school principals was the main source of data complemented by a detailed case study and a semi-structured interview with the superintendent of education. An analysis of the findings suggest that the Novice Primary School Principals are under considerable pressure from various quarters. The results are not conclusive whether these beginning incumbents are discharging their managerial responsibilities adequately. Coping strategies employed by these Novice Primary School Principals appear routine. The recommendation made in the study will initiate further investigations into the Novice Primary School Principal. It is possible that quality and excellence will be compromised in the primary schools unless "novice or beginning" managers are adequately prepared and provided with comprehensive on-going support. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

The purpose of this study was to determine the challenges facing the principals in managing the school finances. The research was conducted around Bojanala West Region of the North West Province. From the total of 369 schools in Bojanala West Region, a simple random sampling of (N=75) schools was done. From each sampled school four (4) of the following were requested to participate in the study, the principal and or the deputy principal, 1 HOD, 2 educators. The education system in South Africa has changed drastically, whereby financial management has been vested upon the shoulders of the SGB's. However SASA provides the guidelines for the SGB's and the principals on their roles and responsibilities in managing finances of schools. The department of education provides training for the SGB's and the principals in relation to school finance management. Little knowledge of the contents of SASA or misinterpretation by the school finance committee may lead the school to be a victim of mismanagement or misappropriation of funds in the form of theft or fraud. / (M.Ed.) North-West University, Mafikeng Campus, 2005

The Swedish upper secondary education consists of different types of schools. One type of school is the upper secondary for pupils who have assessed as having an intellectual disability. The aim of this study is to increase the knowledge and understanding of pupils’ experiences of everyday life in school, and how they perceive the significance of their sense of belonging to this type of school. An additional aim of the study is to increase the knowledge about different ways of organizing the education and teaching. The collection of data started with a national questionnaire survey which was directed to headteachers at the schools. Based on the results from the survey five schools were selected. By participant observations at the schools and repeated interviews with 14 young women and 12 young men, the first person perspective has been studied and analysed through an interpretive approach. The analysis showed that knowledge about the schools different ways of organizing the teaching are of importance, to understand pupils’ diverse experiences of school life. As an example it has an impact on how the pupils evaluate different types of knowledge, but also how they view their future opportunities. Any clear connection between the schools different ways of organizing the education and teaching and pupils’ experiences of their sense of belonging to this type of school has not emerged. Instead pupils’ awareness, confidence, uncertainty, dejection and determination are to be seen as a framework of understanding, telling us about their experiences of their school affiliation. Together they demonstrate a complexity surrounding pupils’ situation, associated to both advantages and disadvantages in school, but also their thoughts about identity and how they perceive being categorized as deviant by others. The analysis also showed that expectations on the pupils, and their possibilities in the school context, are related to a special school culture and to gender differences. / <p>Therése Mineur</p><p>is also affiliated to / är också knuten till</p><p>Högskolan i Halmstad</p>

The Merge Policy for the Vocational and Senior High Schools in Tainan City and County. Abstract The declining childbirth rate and the marketization of education have been the focuses of the education system in recent years and have led to the rearrangement of the social resources and present educational policy. The aim of this study is to explore the merge policy of the vocational and senior high schools in the modern society and education system. This research drew the conclusion through the vocational and senior high school principals¡¦ interviews and SWOT analysis. The following suggestions are four steps: plan, operation process, result, and trace the effect. Besides, the school merging policy could be divided into alliances model, efficiency merging model and cooperating merging model depends on the crisis, organization growth policy and public strategic decisions. In order to merge the schools successfully and keep the local cultures, it¡¦s necessary to combine the external resources and build the cooperating systems. The further research can develop the concrete evaluation indexes about keeping the specific characteristics of the remote schools to be the tool to evaluate the merging effect.

The purpose of our studyis to investigate how the changed Education Act in Malmoe affects the work of school counselor in elementary school and how it further may affect the work. We were also investigating counselors’ views on the politically increasing transparency of student health that comes as a result of the new school organization in Malmoe. To obtain our results, we have chosen to use a qualitative research interview, where we have chosen a semi-structured interview form. We have chosen two theories, Foucault -power and discipline and organizational theory. With the help of our results, we have come to the conclusions that the law is not sufficiently clear about what is meant by "access to the counselor" with the result that there are loopholes to apply. This can lead to students being assisted but not getting enough help. Despite the clear in the law that one should work more preventive, there is not enough time to work on value issues. This inturn means that most of the time out of their work is devoted to emergency situations. The school counselors in Malmoe believe that the new school organization probably is an act out of political interaction and not a way of exercising power. They set themselves very positive about the increasing transparency, because it will require competence by the counselor. The school counselors hope to have a head of student health that are proficient in student health work and understand what the counselors have for education. They want a manager who takes responsibility for the students, a manager that the counselors can discuss their work with and thus develop their professional skills.

Pedagogiskt ledarskap leder till utveckling. Detta antagande ligger som grund för denna studie som fokuserar på rektorers pedagogiska ledarskap i relation med medarbetare. Många lärare upplever arbetsbördan för stor och så även rektorer. Detta visar på en organisation som inte mår riktigt bra. För att skapa utveckling som leder till att fler stannar i organisationen behöver skolutveckling ske utifrån kärnverksamheten, undervisningen. Medarbetarnas bild av organisationsutveckling behöver synliggöras. För att fokusera på skolutveckling och pedagogiskt ledarskap utifrån medarbetarnas perspektiv har jag fokuserat på relationen mellan rektor och medarbetare.  Interaktionen dem emellan kan skapa utveckling, något som är grundläggande i skolans värld. I denna undersökning har organisationsforskning och skolforskning bearbetats och analyserats tillsammans med empirin.  Empirin är samlad genom olika slags intervjuer som har sin grund i de systemteoretiska och Socialkonstruktivistiska teorierna. Dessa har även legat som grund för den analys av empirin som gjorts. Empirin visade att relationen mellan rektorer och medarbetare är god och att rektorerna utför ett pedagogiskt ledarskap. Den visade också att relationen inte användes för att utmana och utveckla medarbetarnas undervisning. Relationen var snarare till för att skapa trygghet, stabilitet och förtroende. Det pedagogiska ledarskapet som utfördes var på organisationsplan, som underlättade för medarbetarna att utföra sitt arbete. Men detta påvisades inte. Förväntningar mellan medarbetare och rektorer uttalades sällan och medarbetarna var omedvetna om rektorns ansvar för deras utveckling.   Slutsatserna är att rektorerna står för den trygghet och tydlighet som organisationen i övrigt saknar, vilket bidrar till att de inte kan vara utmanande. Om organisationen skulle stå för stabilitet skulle rektorerna kunna stå för variation och utmaningar. Relationen mellan rektorerna och medarbetarna är subjektiv vilket gör att förväntningar som annars skulle kunna ställas på en objektiv rektorsposition inte ställs. Samma sak gäller motsatta led. Att rektorerna inte ställer krav på sina medarbetare med hänsyn till deras situation. Det är en ständig balansgång mellan subjekt och objekt, men en distans till professionen skulle hjälpa organisationen att utvecklas. Dessutom kommuniceras inte det pedagogiska ledarskapet mellan rektorer och medarbetare, vilket bidrar till att det osynliggörs. / Educational leadership leads to development. This assumption is the basis for this study, which focuses on the principals educational leadership in relationship with employees. Many teachers feel the burden too great and so even principals. This indicates an organization that does not feel really good. In order to create development that will lead to more stops in the organization needs school development must rest on the core business, teaching. Employee image of organizational needs visibility. In order to focus on school improvement and educational leadership based on the employees' perspective, I have focused on the relationship between the headmaster and staff. The interaction between them may create development, which is essential in the world of school. In this study, organizational research and educational research processed and analyzed with the empirical data.   The empirical data is collected through various interviews that are rooted in the system theory and social constructivist theories. These have also been the basis for the analysis of empirical data gained. The empirical data showed that the relationship between principals and employees is good and that principals perform an educational leadership. It also showed that the relationship was not used to challenge and develop their employees' tuition. The relationship was rather to provide security, stability and confidence. The educational leadership were performed on the organizational chart, which made ​​it easier for employees to do their work. But this was not detected. Expectations between employees and principals were spoken rarely and employees were unaware of the principal's responsibility for their development.   This concluds that principals are responsible for the security and transparency of the organization in general lacks, which helps that they can be challenging. If the organization would stand for stability would headmasters able to stand for variety and challenges. The relationship between the principals and the employees is subjective allowing the expectations that could otherwise be imposed on a principal objective position is not reset. The same applies to the opposite point. The principals do not require their employees with respect to their situation. It is a constant balancing act between subject and object, but a distance to the profession would help the organization evolve. Additionally communicated not pedagogical leadership between principals and employees, which contributes to the rendered invisible.