The Seminole County Georgia Board of Education has made a special effort to provide adequate educational opportunities for all the children of the county. An important phase of this effort has been the provision of building facilities to house the children. Three years ago a new consolidated county-wide high school building was completed, along with a new elementary building in Donalsonville, and needed improvements in all the other elementary schools. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science."

To give an accurate picture of today's schools in Grady County it is necessary to look at the history of Grady County schools. Much of this history parallels contemporaneous developments over the nation and the South, but attention is to be focused on this part of South Georgia which is now Grady County. It began a little over a hundred years ago. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Eugene S. Lawler, Professor Directing Paper. / Includes bibliographical references (leaf 70).

"It is the purpose of this paper to determine the school building needs of Pike County and to try to determine a method of satisfying these needs of Pike County and to try to determine a method of satisfying these needs utilizing the funds available from the Henderson estate under the terms of the will. This paper will be limited, therefore, to reporting a facilities survey, drawing certain conclusions from the survey, and estimating the cost of the Pike County building program under the limitations of the will according to its preliminary interpretation by local and state authorities"--Introduction. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes the text of Charles Henderson's will. / Includes bibliographical references (leaf 59).

"The desire to live, to love, to be with people, to excel or achieve, and to believe in something lasting leads to problems, each of which requires a struggle of some type, either slight or great. It is during the period of life called adolescence that many human beings either successfully or unsuccessfully solve some of these problems. A teacher or parent will be more capable of helping the adolescent through this phrase of life if he understands the mental, motor, social, and emotional development of the adolescent. Therefore, the teacher and parents must not only be interested in the adolescent during school time, but must also have a knowledge of the activities in which the adolescent participates and of the facilities offered by the community which affect his out-of-school life"--Introduction. / "July, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 104-105).

Local school boards are complicated governing bodies wrapped in the political tangle of their legal responsibilities, constituents' wishes, and the educational needs of the children. How then do some school board chairpersons unravel this political tangle and move their board forward while others become entrapped in the political web? This concept and question lead to the examination of the leadership orientations of local school board chairpersons in the Commonwealth of Virginia. Literature was reviewed concerning school board leadership. The historical perspective of school boards as well as the legal responsibilities granted them as agents of the state were also reviewed. A questionnaire was sent to all Virginia School Board chairs, superintendents, and school board members in which they rated the chairperson on desirable board characteristics. Based on the responses of the three groups of participants, these characteristics were categorized according to the four leadership orientations described by Bolman and Deal (1984). The lack of validity evidence undermined confidence in drawing inferences about identification of a dominant leadership orientation although modestly higher means were reported for the structural and humanistic orientations. The lack of convergent and discriminate validity evidence in this analysis preempted any meaningful test of the theory advanced by this research concerning local school board chairs in Virginia. / Ed. D.

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

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 1994. / The aim of mis study was: * to describe the life-world of pre-school children from a deprived community from a psychopedagogical perspective; and * to determine in the light of findings obtained certain guidelines according to which accountable support could be instituted in order to meet the needs of pre-school children from a deprived community. As introduction a psychopedagogical perspective on pre-school children is given. Education as a true human activity which finds its expression in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the deprived child finds himself in a situation of dysfunctional education mainly because he goes through life with inadequate assistance and guidance of a responsible parent or adult. This results in the psychic life of the pre-school child being under-actualized. The lack of responsible adult intervention and accompaniment, which is based on the pedagogical principles of love, trust and authority, results in fee deprived child forming relationships within his life-world which are inadequate for his emancipation. The child from a deprived community feils to constitute a meaningful life-world. It would appear that poverty together with environmentally disadvantaged conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other, resulting in under-actualization of the psychic life of the pre-school child. Research literature has shown that parents of children from deprived communities were in no position to provide their children with any assistance, guidance or support. In most instances parents themselves have had little or no formal education. Families live in overcrowded homes with no electricity and proper sanitation. In most cases both parents work, leaving very early in the morning and returning late in the afternoon. The children are left on their own with hardly any control over mem. In the light of the findings of this research, the following was recommended: * That bridging module readiness classes should be established for children turning five years of age and that professionally qualified educators should be placed in charge of these children; * that educational programmes for parents, teachers, school management staff, pupils and social workers should be organised to meet the varied needs of both parents and children especially from deprived communities; and * that pre-schools should be established, registered, fully financed and controlled by the State with clearly formulated aims which are not only achievable, but are also in accordance with the realisation of the ultimate aim of education, namely, adulthood.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCA TIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1995. / The aims of this study were to: • research the relationship between the school principal and the governing body by means of a literature study; • establish how the relationship between the principal and the governing body influences the child's education; • determine, in the light of the findings obtained, certain guidelines according to which a harmonious relationship between the principal and the governing body can be established. The school as an educational institution was established by society when parents experienced feelings of inadequacy in the performance of their educative task. They no longer had the ability to guide and accompany the child with respect to the specialised subject matter and the requirements of modern society- Consequently parents nowadays send their children to school to receive formal education. However, parents cannot and may not delegate the privilege and responsibility of their children's education to the school, and must retain the primary responsibility of their children's education. They should therefore be involved in the formal education of their children at school. The primary and functional task of the school is the formal education and training of its pupils. For the school to perform this task efficiently, effective management is necessary, and it is this management that lies in the hands of the principal. The management activities of the principal includes planning, organisation, guidance and control. As the educational leader. there is no one other person with a greater influence on every facet of school life than the principal, and it is his perception of education and teaching that is reflected in all the facets of the life of his school. His personality as a leader not only influences the job satisfaction of his staff members, but with the passage of time becomes a cardinal factor that guides the morale and quality of the school as an educational institution. The principal is also the pivot upon which all the school activities hinge, and the quality of his performance as the leader of a team of trained and selected professionals is a determining factor in the success or failure to achieve the primary objective of the school. Organised parent involvement in the formal education of children is embodied in statutory parent bodies, such as governing bodies, and in non-statutory parent bodies such as parent-teacher associations (PTA's). Parent bodies offer the parents who elected them a high level of representation in matters concerning the formal education of their children. The governing body is the mouthpiece of the parents in the community, with statutory powers to implement decisions which have been made. Therefore, forma! education does not function in a vacuum. The family as a primary, and the school as a secondary community should work together and a spirit of partnership should exist between the family and the school for the benefit of the child's education. Furthermore, parental involvement in school matters should take place in an organised and orderly fashion. Parents and principal become partners In the learning and becoming of non-adult members of the community. Neither the parents nor the principal alone can fulfil the education task completely. They require each other's cooperation in this regard. It has become evident that the family and the school as partners have mutual expectations of each other. Only if a relationship of mutual trust, respect and understanding between the principal and the governing body exists, and if concordant objectives relating to educational matters are pursued, can these expectations be realised. It is generally acknowledged that this relationship is indispensable for the harmonious, functional and effective accomplishment, not only of educative teaching in the school, but also of education in the primary education situation in the family. The parents and the principal should function as equal partners in an educational partnership. In the light of the findings of this research, recommendations concerning the following were formulated: • Principles governing parent involvement. • Effective parental involvement. • Management of parental involvement by the principal. • Communication between school and home. • Parent orientation and training. Functions of the governing body.

A dissertation submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirements for the degree of Master of Edncation (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2002. / The study consisted of three aims. The first was to determine the general attitude of high school learners towards school desegregation, the second aim focused on the age of the learner and whether or not this played a role in the learners' attitudes towards the process of desegregation and lastly the* third aim examined the extent to which the following variables played a role in the attitude of learners towards school desegregation: urban-rural dichotomy, gender, race and the frequency of contact with learners from other race groups. A questionnaire was designed and administered to high school learners (grades 8 to 12) who attend desegregated schools. Fifty-five percent of learners held positive attitudes towards school desegregation. Race was the only variable that had a direct influence on the results obtained.

A mini-dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / This study offers a critical appraisal of the role that the parent component of the School Governing Body (SGB) plays in governing primary schools. A literature review established the functions and significance of parent contributions to school governance. The study investigated strategies that can enhance parent participation. An empirical study then set out to test the extent and success of parent involvement in school governance. The study revealed that parent involvement in schools is limited and superficial. The empirical data suggested that: • Some principals are reluctant to allow parents their legitimate right to participate actively in the governance of schools, governors in some schools merely exist to 'rubber-stamp' decisions already made by principals. • Many parents do not have the necessary knowledge about school governance in general, and lack the necessary expertise required to enable them to participate effectively in decision¬making on school issues. The study was concluded by way of recommendations which point to the means to improve efficiency in governance and to promote significant parent participation in school governance.