Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 150-166. Includes bibliographical references (leaves 167-175).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. Includes abstract. Includes bibliographical references (p. 236-246).

Thesis (M.A.)--Boston University

Thesis (Ed.M.)--Boston University / Supervision can and should be the most important function of a principal. One of the things that effects the quality of supervision as practiced by the elementary school principal is whether there is a lack of supervision or whether there is an abundance of supervision. Thus, it is the purpose of this thesis to attempt to discover the degree of freedom allowed the elementary school teacher by her supervising principal in her classroom and in her daily work. If the degree of freedom allowed can be discovered, this could be compared with what is the ideal according to educational authorities. This comparison could be an aid in helping the principal and the teacher improve supervision and thus improve their school. If the foregoing can be accomplished, the ultimate purpose of education would be closer to realization.

Thesis (M.S.)--Boston University

Dissertation submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / The poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.

abstract: This dissertation is based on an empirical study that focused on student reenrollment, an essential but largely overlooked element of school choice policies. Based on the school choice literature, I extended the hypothesis of parental charter school choice to the subject of reenrollment. In doing so, I referred jointly to theories from the fields of public choice and business, in order to better understand student reenrollment in a maturing education market. By tracking student enrollment records over multiples years and linking them to school attributes (socio-economic status, racial/ethnic composition of the student body, school quality label), student demographics, and student academic performance, I established a complex student reenrollment database. I applied a rigorous statistical model to this data, allowing me to identify a number of important insights about student reenrollment in a maturing education market. I described the reenrollment patterns at the state level, as well as a predictive model of reenrollment outcome at the individual level. My analyses indicate that student reenrollment was the most common school choice outcome: most students reenrolled in their present schools, regardless of that school's quality label; however, the student reenrollment rates in charter schools were lower than those in traditional public schools. I observed patterns of segregation in student reenrollment within Arizona, as reenrollment appeared to be significantly polarized with respect to school attributes and students' characteristics. There were two distinct patterns that appeared to coexist in Arizona's student reenrollment data: quality-oriented reenrollment and similarity-oriented reenrollment. The findings of this study extend the school choice literature to include student reenrollment. This study challenges the application of market metaphors in the context of school choice, which generally advocate the reform of public schools through encouraging students to switch, promoting school competition and thereby improving public education quality. Instead of using command and control policies to shame schools into improvement, however, policymakers and parents should employ school accountability policies and the practice of school labeling as a trigger to reinvest in struggling schools, rather than encouraging students to find a new one. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2012

M.Ed. / This study focuses on the performance of women principals in managing secondary schools. It emphasizes the styles of management and how it impacts on school effectiveness. Furthermore, the study highlights the barriers that hinder women performances especially, gender discrimination against women with regard to filling of senior post in secondary schools. One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women. Hitherto, women remain a minority gender in terms of management positions in education generally, and in secondary schools in particular. Attempts are made, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a barrier between the present state of affairs and a desired situation. This could be due to, inter alia, prejudice, stereotyping, cultural beliefs or even religious injunctions perpetuating women submissiveness. The amplified awareness of gender politics combined with challenges about gender equity in organizations such as schools remain a thorny concern in educational cycles. Today, women are becoming increasingly aware of the important role they can play in transforming of schools into institutions of excellence. This study has argued that although women may be discriminated against, they do possess essential tools to transform their schools into highly performing institutions. In an attempt to cross-examine the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of women principals with regard to their management styles and how it impact on their performance. The research was conducted at different secondary schools in Johannesburg South district (D 11) of Gauteng. Purposive sampling was used for selection of the participants and the sites. Data was collected by means of individual interviews, supported by relevant research literature. The findings reveal that women principals in secondary schools are competent and do possess the necessary skills to manage secondary school effectively. With the necessary support to develop and enhance their management and leadership styles, women can become successful partners in transforming schools in institutions of learning.

M.Ed. (Leadership and Management) / Please refer to full text to view abstract

M. Ed. (Education Management) / The problem of the exercisinq of authority by the headmaster, is twofold in nature. Firstly, many headmasters seem to be in doubt as to the limits of their authority. Secondly, the way in which the headmaster exercises his authority, has an effect on the motivation and work satisfaction of the staff and the pupils. Formal line authority is delegated to the headmaster in order to carry out the responsibilities concerning his post. This authority includes executive and legislative functions. The legislative function is related to the competence of the headmaster to create internal order in the school by the formulation and implementation of a school policy and rules. School policy and rules must be compatible with the government policy regarding educational affairs and must satisfy the requirements of law enforcement and legal practice. Headmasters' uncertainty about the extent and limitations of their formal authority is the result of the magnitude of statutory stipulations and prescriptions contained in official educational policy. Many headmasters also lack knowledge of law enforcement and legal practice. The dynamic nature of an authority relationship brought about by delegation, can also lead to the headmasters' uncertainty about the limits of their authority. Informal authority can be invested in the headmaster by the staff and the pupils, on account of their respect for and confidence in the headmaster. Two types of informal authority are identified: authority of competence and personal authority. It is of vital importance for the headmaster to achieve a high standard of informal authority, as the effective application of his formal authority is dependent on the quality of his informal authority.