In South Africa, little is documented on the strategies for addressing conflicts in schools and on the problems that are caused by lack of viable conflict management strategies in schools. Principals exist in a world of problems that always have the potential to result in serious conflicts. Their abilities to solve problems and manage conflict efficiently and effectively are important measures of their school leadership. Current literature in conflict management, particularly in developed countries like U.S.A and U.K concentrates on the issues that the frequency of conflict has destructive consequences for some schools. The apparent inability of those involve to manage conflict in schools constructively pointed to a serious need for programmes to be formulated with regard to actions to be taken and training that is needed for principals to manage conflict. These studies show that the very nature of schools invites conflict because schools are composed of individuals that have diverse and conflicting values, personalities, goals, perceptions and interests. the purpose of this study was to determine from the literature the nature and the scope of conflict management in schools and to investigate empirically the problems that are caused by the lack of viable conflict management strategies in schools. Furthermore, to examine the current conflict management models for schools with the ultimate aim of developing a conflict management model for secondary schools principals in the North West Province. The study also examined the existing conflict management models. The conflict management models investigated revolve around the idea that in any organization there is a we-them distinction between the parties. Energies are directed towards the other party in any atmosphere of total victory. Each party in a conflict situation, sees the issue from its own perspective, rather than defining the problem in terms of mutual needs. There are important theories that provide a background to the concept of conflict. Researchers have advanced different theories to explain the origin of conflict. Swindle (1996), Rahim (1990), Benyon and Solomon (1997), Cronk (1997), Bloch (1997) and others have proposed a wide spectrum of theories to account for the rise of conflict. According to bureaucratic theory, the existence of conflict in an organization is evidence of organization breakdown and that there has been a failure on the part of the management to plan adequately or to exercise sufficient power and control. On the other hand, the human relation theory view conflict as an especially negative and evidence of failure to develop appropriate norms in the organization. Maslow argues that there exists in people a wide range of needs, which determine behaviour and motivation. In his hierarchy of needs theory, he postulates that people have physical needs such as a need for shelter and food. He also states that, people have needs for security, for love, for recognition, for self-esteem and fulfilment. The theory of needs as a driving force for human actions has been advanced by other scholars, such as Adair (1995), Jones and Jones (1995) and Burton (1997). They state that the failure to satisfy the needs mentioned above, results in frustration, insecurity, withdrawal and a persistence to fulfil them even in socially unacceptable ways that may result in conflict. The majority of the respondents 378 (90%) viewed intensive training in conflict management as an extremely important required skill for the principals, meaning that not possessing this skill would render it highly impossible for the principals to manage conflicts in schools effectively and efficiently. Principals spend most of their time dealing with or resolving conflicts caused by teachers, parents and learners. Most of these problems emanate from not complying with some of the policies of the Department of Education. It is therefore, of paramount importance that the Department of Education organizes workshops on the modem trends of conflict management and resolution strategies for the principals. For the principals to manage conflicts effectively and efficiently, they must be prepared to undergo training in conflict management and resolution strategies. These findings support what is suggested by the literature consulted. The literature consulted revealed that lack of viable conflict management in schools could be ascribed to the fact that the Department of Education does not give conflict management in schools the attention that it deserves. The survey population was drawn from twelve educational districts of the North West Province. From all the secondary schools in the North West Province (N = 365) a random sampling (n=500) was selected by randomly samples of 5 secondary schools in each of the twelve educational districts of the North West Province. In each of the fitly (50) randomly selected secondary schools in the North West Province: 1 principal; 1 deputy principal, 3 heads of departments and 5 teachers were requested to complete the questionnaires. Thus the sample of (n=500) was composed of ten (10) respondents from each of the fifty (50) randomly selected secondary schools in the twelve educational districts of the North West Province. A computer-aided statistical analysis was employed. The Statistical Package for Social Sciences (SPSS)-programme was used to compute the results of the study. The first step in the analysis of data was to compute descriptive data for each respondent in the study. These include statistics like frequency distribution, percentages, mean scores, standard deviation and chi-square. The study also revealed that the majority of the respondents were of the opinion that conflict is a product of many factors that go wrong in the school Evaluation of teachers and incompetence of certain teachers have emerged as one of the important causes of conflict in most schools. Misunderstandings, insulting remarks and racist remar1ts were ranked high under the causes of conflict in schools. Major findings of this investigation revealed that conflicts in schools are caused by problems arising from not complying with some of the policies of the Education Department; unprofessional behaviour of certain teachers; scarcity of resources; clash of personality traits and abrupt changes. Effects of lack of viable conflict management strategies in schools were also revealed in this investigation. Conflicts that drag over a period of time impede the culture of learning and teaching; conflict produces irresponsible behaviour; conflict decreases expected production; conflict destroys morale and conflict diverts energy that could have been used to achieve the vision and mission of the school. Problems identified by Everard and Morris (1990) and Robbins (1995) in the U.K. help us to understand problems in developed countries. For example, the problems caused by lack of viable conflict management strategies in schools as experienced by principals in the U.K. and U.S.A. However, it is noted that principals in developing countries are also concerned about the problems that are caused by lack of viable conflict management strategies, how lack of conflict management affects the overall performance of the school and essential skills needed by principals to manage conflicts effectively and efficiently. little attention is paid to develop comprehensive conflict management models for principals, more especially in developing countries like South Africa. Similarly, little is written about how the principals go about resolving conflicts in schools. The theoretical framewor1t provided forms the basic rationale for developing a conflict management model for principals; a comprehensive conflict management model was developed. The main purpose of this study was to develop a conflict management model that could be used by principals as a guide when solving conflicts that usually emerge in schools. The study recommends that, since lack of viable conflict management strategies affect the overall academic performance of the learners and conflict is inevitable; the principals must be well prepared and equipped to manage all forms of conflicts that emerge in schools. Principals have a great responsibility of managing conflict to such an extent that it does not escalate to a point where it ruins the aims of learning. The majority of the respondents indicated that it is extremely important for the principals to possess conflict management skills, styles, techniques and conflict resolution strategies if they want to curb conflicts in schools. A poor principal manages conflict in one of the following ways: He swallows it and develops ulcers, or he spits it out and digests his colleagues with a barrage of threats and bureaucratic cliches, or he avails himself of cloak-and dagger "strategies-whereby his integrity and credibility as a leader are sometimes permanently destroyed by his own senseless behaviour. / (Ph.D.) North-West University, Mafikeng Campus, 2004

This research focused on how three principals in Melbourne boys-only schools view and influence the place of massed singing within their respective school cultures. The views of the principals themselves and their own capacity for self-reflection were critical to the thesis. The study was underpinned by three theoretical propositions: principals, although not usually involved in the teaching of massed singing, nevertheless exert an influence on it; massed singing has a unique power to enhance the broader school culture; and, cultural assumptions about gendered participation in music-making can affect student attitudes towards massed singing. The review of literature highlighted three themes which informed the conceptual framework underpinning the research: organisational and educational leadership; the construct of masculinity in boys’ education and in leadership; and the nature and benefits of massed singing. Given the themes of the review, it seemed appropriate to undertake a study which would be essentially qualitative, interpretive, and based on indepth interviews with the key stakeholders. In the case of each of the three participating principals, data was collected from key documents produced by the schools, from a written questionnaire, and from a semistructured interview. The questionnaire was designed both to collect data and to raise participants’ consciousness prior to the interview. The questionnaire’s 17 questions, structured so as to address the three themes identified through the review of literature, were designed to create a flexible framework for an in-depth exploration of key issues in the context of the interview itself. Findings from the study indicated that there was a very strong belief amongst the participating principals that massed singing affects the overall culture of their schools in a range of profound and significant ways; that they themselves exercise a sponsorial or support role in relation to the singing programs in their schools, and rely on experts for the effective delivery of musical content; that traditional stereotypes of gender can be challenged and debunked through student participation in massed singing; and that their own personal histories of singing, and their favourable disposition towards it, are significant factors in how effectively they are able to promote and support it. The study findings have implications for school leaders and their boards; the teaching profession in general, and choral and vocal educators in particular; parents and the arts community; government education authorities and policy makers; and this researcher himself. Recommendations for further research have also emerged out of this study.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 89-96). Also available in print.

The problem of this study was to determine competencies which are necessary for effective administration by secondary school principals. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury-validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 316 educators responded to the questionnaire. The development and findings of this study are presented in five chapters. Chapter I presents an introduction to the study. In Chapter II, a survey of the literature is reported. Chapter III contains details of the procedures employed in collecting data for the study. Chapter IV presents the data gathered through the use of the questionnaire. Chapter V presents the summary, findings, conclusions, and recommendations resulting from the study. The study identified eight general areas of competency for secondary school principals. Those competency areas were (1) organization and administration, (2) curriculum design and improvement, (3) the instructional process, (4) business and financial management, (5) student management, (6) personnel management, (7) facilities, equipment, and supplies, and (8) communications. A total of ninety-five competencies was identified from the literature and from communications with college professors and practicing school administrators. The six-member jury panel validated ninety-one competencies for inclusion on the survey questionnaire. Eighty-eight of the ninety-one competencies submitted to the educator sample achieved the criterion level for acceptance. An analysis of variance procedure revealed that significant differences among group means appeared at the .01 level on eleven of the competency statements. The competency-based preparation and certification concept appears to be sound and to be in harmony with other movements in American education. Many operational aspects need additional refinement; however, the concept holds considerable promise for improvement upon the traditional approaches to the preparation and certification of educators. The movement is widespread and is gaining momentum rapidly. Competency-based programs are in operation in colleges and universities in over half of the states. Certain competencies are common to the various educator roles. It appears possible to identify those common competencies and to establish them as a core of educator competencies at the state or university level. The cognitive and psychomotor learning domains are quite visible in operative programs. Competencies in the affective learning domain are poorly developed in most cases. The following recommendations resulted from the study: (1) attempts to establish sets of competencies should include input from a broad cross-section of the education profession in each phase of development and validation, (2) additional research should be conducted to more precisely define those affective variables necessary for educator success, (3) a set of core competencies which are common to the various educator roles should be identified and validated, and the demonstration of competence in these areas should become requisite for all educators seeking certification, (4) the variable of time should become a larger part of competency-based programs, and participants who demonstrate minimum acceptable competence should not be required to remain in attendance for predetermined periods of time, (5) operative competency-based programs should include provision for continuous evaluation and modification based upon evaluation findings, and (6) each educator preparation institution in Texas should design and operate a competency-based program to determine feasibility of the approach at that institution.

Thesis (M. Ed.)--University of Hong Kong, 1983.

This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. These findings suggest that structured opportunities for professional learning within different educational contexts need to be readily available, supported and accessible. The relative lack of disparity between the leadership practice of ‘effective’ female and male principals demonstrated in this research portfolio suggests a gender inclusive framework to be a viable way forward / Doctor of Education (Ed. D.)

The research articles presented in this portfolio originate from questions and concerns about the organization, leadership and practices of government secondary schools in NSW. There are presently 395 high schools and 66 central schools providing secondary education in government schools (DET, 2004 Directory, p.55). Of these high schools, 98 are specialised in some way – selective, performing arts, sports, technology, senior and multi campus (Vinson, 2002, p. 126). Over one quarter of schools are now specialised in some way, leaving just under 300 comprehensive high schools. Of these, 30 are single sex. The Department of Education and Training in NSW now says that it does not offer a system of comprehensive high schools, but a comprehensive system of high schools (Vinson, 2002, p.127). The specific focus of the research is to examine how NSW government secondary schools came to be where they are today. Change in secondary schools from both the systemic and school level is examined. The issue of the selection of a school by parents and students is also considered. And finally, development of an initial learning culture in a new high school was also a focus for research / Doctor of Education (D. Ed.)

Thesis (M.Ed.)--University of Hong Kong, 1983. / Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.