This study explored the role of the principal in managing teaching and learning in the two Kwa-Thema secondary schools. Managing teaching and learning is regarded as the core duty and responsibility for South African principals, and it is clearly reflected in the South African Standard for Principalship Bush, Joubert, Kiggundu and Van Rooyen (2010). The assumption underpinning the study was that the principals of the two schools did not focus on managing teaching and learning, thus the high failure rate of the learners. The study was a qualitative case study and it used various data collecting methods. The data collecting methods used were interviews, data analysis, observation and focus group discussion. The use of various data collection methods allowed for triangulation could be validated against all participants or respondents. The study found that the principals of the two schools manage teaching and learning. In fact, the schools have systems in place to ensure that management of teaching and learning is taking place. However, there are contextual factors that challenge the running of the schools and as a result, the schools are underperforming due to the challenges.

The purpose of this study was to compare practices in the secondary schools in which graduates of North Texas State Teachers College are employed with standards and techiques concerning vocational guidance which have been set up by writers in the field.

The purpose of this study was to determine the time management practices and preferred allocation of time of principals of small secondary schools in Virginia. The instructional role of the principal and his or her time spent on instruction is important. Goldring et al. (2019) found "time principals spend on instructional leadership will improve the school's culture, teaching and, ultimately, student outcomes" (p. 20). However, the time spent on instruction is limited to the needs of various stakeholders within the school community. "Principals are responsible for organizing and managing staff, managing student and staff well-being, responding to the needs of various stakeholders, and promoting school achievement" (Collie et al., 2020, p. 417). By identifying connections between principals' experiences with time spent on tasks and how principals wished to spend their time, a better understanding of how principals could impact their stakeholders may be discovered. The study involved a survey of 25 principals of small secondary school in Virginia. Data collection also included one focus group. Survey and interview questions explored the perceived tasks and activities that limited a principal's ability to spend time on necessary tasks, changes that would need to occur in the school, and the impacts these changes. This study finds principals of small secondary schools in Virginia indicated a preference for spending time as instructional leaders. The majority of the participants' responses (58.76%) were related specifically to tasks and activities involving Teaching and Learning when asked about their preference of how to spend their time. Previous research on time spent on instruction indicates that, "Despite minor changes over the years, time devoted by principals to purposeful, instructional activities remains below one-fifth of the typical school day" (Goldring et al., 2019, p. 21). By analyzing principal perceptions of tasks and activities that limited the amount of time spent on instruction, school leadership might consider a restructure or increase of staffing. Further, universities might consider revisions to principal preparation coursework to include time management skill development. By considering ways to address time challenges of principals, their positions may be altered for improving the quality of instructional leadership in schools. / Doctor of Education / The primary role of the principal is instructional leadership, but the majority of their time is not spent on instruction. Grissom et al. (2015) found that when principals are out of their offices "only about 13 percent of the average principal's day is spent on instruction-related tasks" (p. 16). The needs of school stakeholders can have an effect on the amount of time spent by leaders adding to the gap in time spent on instruction. Sebastian et al. (2018) indicated that outside of the instructional leadership role, "principals must spread their time over many responsibilities and must work with a wide array of stakeholders" (p. 48). This study sought to identify the perceptions of principals' of small secondary schools in Virginia time management practices. The use of a phenomenological approach in this qualitative study allowed the principals' experiences to be focused on from their perspective. The influences of the principal, time management practices, and the challenges faced by the principal were identified in the literature review. Survey and interview questions explored the perceived tasks and activities that limited a principal's ability to spend time on necessary tasks, changes that would need to occur in the school, and the impacts these changes would have on school stakeholders. Data were collected through a survey and focus group interviews with 25 principals of small secondary schools in Virginia. The data gathered and analyzed in this study identified eight findings and six implications. One limitation of this study was the response rate of 25 participants out of 105 principals meeting the study's criteria. The findings included principals of small secondary schools in Virginia reported working beyond a typical 40-hour work week and school divisions could consider ways to address additional time that principals commit to work, including time-management and additional support staff. A suggestion for future research would be an investigation of how faculty and staff perceive principals of their time.

This is a study to determine a sound, positive disciplinary policy for secondary schools.

The problem of this study is to determine a sound procedure for conducting and providing supervision in small secondary schools.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education in Educational Management at the University of Zululand, South Africa, 2014. / This study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study:  Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor.  Principals of schools still regard corporal punishment as a disciplinary option.  Schools in rural KwaZulu-Natal still resist the use of alternative punishments.  Schools have the problem of dysfunctional members of the governing bodies.  Parents do not cooperate with schools.  A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success.

In Malawi the future of a child in terms of academic achievement is known before a child completes a higher secondary education. This is determined by the type of secondary school a child has been selected to. The secondary schools in Malawi are classified into three types namely the grant aided, secondary schools, the district conventional secondary schools and the community day secondary schools. When a pupil has been selected to a grant aided secondary school the general public expectation is that such a student would achieve a high academic standard, similarly when a pupil has been selected to the community day secondary school the public expectation is that such a pupil would not achieve a high academic standard. On the other hand those who are selected to attend the district conventional secondary schools will have an academic achievement which is between the other two types of secondary schools. This research was carried out to find out the impact of the ADMISSIONS POLICY OF STUDENTS INTO MALAWI SECONDARY SCHOOLS by examining the factors which contribute to disparities in academic achievements from the three types of secondary schools. The study was carried out in Dowa District in the Central Region of Malawi. Specifically it was conducted in the Central East Education Division which is comprised of five education districts namely: Dowa, Ntchisi, Nkhotakota, Salima and Kasungu. The research was conducted using a number of methods namely: survey questionnaires, convenient sampling, interviews and snowballing. Through the research it was established that the grant aided secondary schools offer excellence of education where many students excel in academics and is seconded by the district conventional secondary schools, while the community day secondary schools offer poor education which attributes to poor academic achievement. The research has explained what has been responsible for the differences in academic achievement. / Public Administration & Management / MPA

Through collaborative work with Cornwall Council, this AHRC funded project has produced an in-depth study of the design of secondary school outdoor landscapes linking two areas of research – landscape design and cultural geography. It explores the politics underpinning the design, construction, use and function of the outdoor landscapes of secondary schools in Cornwall, focusing on the extent of active participation of children and young people in these processes. Contemporary research has illustrated that outdoor spaces are essential to the development and wellbeing of young people as they are places in which children can play or have fun whilst they experiment with their identity, learn to socialise and participate in informal education. This thesis examines the role children and young people may have had and their potential in helping to formulate the design and implementation of outdoor spaces, alongside planners, garden designers, teachers and other interested parties. There are three linked aims. • Exploration of the politics underpinning the design, redesign, use and function of the outdoor landscapes of secondary schools. Here, “politics” refer to the complex negotiations between people, practicalities (policy priorities, management) and school strategic vision and ethos (including the role of student voice). • Understand more about the local spatialities of childhood of secondary school age children in order to: i) explain the politics of design; and ii) propose a more nuanced approach to understanding the varying needs and expectations of secondary school-age children. By participatory methods, interviews and observations I was able to note the use and functionality of the grounds by and for pupils, teachers and site managers. • Using an understanding of the politics of design in Cornwall’s secondary schools, and with greater awareness of the spatialities of childhood, develop recommendations for evaluation of secondary school outdoor landscapes via a ‘school’s biography’ approach. While policy-facing literature contemplates the educational function of school spaces in the secondary sector, this research broadens the view of children and young people’s relationship with secondary school outdoor spaces, emphasizing the relationality between groups of children, and children and others. This project proposes work which is attentive to how constructions of childhood are achieved in practice, beyond the contingencies of policy making and educational practices. The extent to which school grounds meet pupils’ needs is a reflection of school ethos and the relative status of children and young people in the decision making process.

The purpose of this study was to report the evaluation ratings and describe the Arkansas NCA secondary schools, as indicated in the Summary Reports of the Evaluative Criteria, 1960 edition, and to compare ratings on all sections and divisions, section D-J, by size classifications.