This study is divided into three sections. The first researches the techniques used to train and develop top-level business and corporate executives. The second part researches the techniques used to train the elementary and secondary school principal. The third part applies the findings to design a program by which school principals may be trained to lead their school as a top-level executive would their business or corporation.

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The process through which most aspiring superintendents are prepared for their craft, university-based superintendent preparation programs, have for some time been assailed by an array of nationally respected critics and organizations. The basis of their disparagement is grounded in the wide-ranging conclusion that these programs are out of kilter with the present day specialized needs of would-be school executives. The critics draw support for their perspective by accentuating the observation that the contemporary university-based superintendent preparation process has stagnated while transformation in the work of superintendents has evolved noticeably, especially within the last twenty-five years. This study develops a framework for intensive assessment of attributes and components of current university-based superintendent preparation programs as the beginning point of a larger discussion that reconsiders their efficacy and effectiveness. Secondly, the study amasses broad insight from the current literature and from experts in the field regarding how the effort to recreate these programs must be approached as well as who should be at the table for these negotiations to engender productive outcomes. The data that spring from this study should be rich with fresh insight and, as such, should be given ample consideration as professional associations continue to push forward in the struggle for answers to how these programs might be redesigned. At the very least, it will provide several significant clues for future action and should result in a more thoughtful discussion around this issue. In-depth interviews with veteran practicing superintendents as well as nationally prominent scholars add significant value and merit to the study and suggest that its findings and conclusions are deserving of consideration by educators, policymakers, and scholars alike. / text

There is no abstract available for this dissertation.

M.Ed. (Educational Management) / The standard of education is determined by the teacher concerned. It stands to reason therefore that the professional growth of teachers has become a focal point where training for managerial positions is concerned. Deputy headmasters, in their capacity of co-leaders in matters concerning education, are responsible for the organization in a school. However, only a limited number of deputy headmasters prove to be adequately qualified for this task. Due to the lack of existing training courses, the professional development of deputy headmasters is seriously hampered. That makes them increasingly dependent in this regard on guidance by the headmaster. Headmasters have the responsibility of discreetly and meaningfully stimulating the deputy by involving him in matters such as planning, organization, management and the implementation of authority. This implies, however, that the headmaster himself should be familiar with what these components entail; it is imperative that each aspect be fully appreciated so that a meaningful understanding and implementation on the part of the deputy headmaster will ensue. The headmaster who is sincerely concerned with the professional development of his deputy, contributes successfully towards an in-service guidance programme by including the management skills of motivation, co-consultation and decisionmaking and delegation in his programme. To achieve this end, a meticulous study of the functional value of each of these management skills is necessary. These skills embrace the entire field of management o The headmaster who has mastered these skills and who can successfully. apply them, can make a substantial contribution towards fostering the quality of education as such. The headmaster is taxed with the responsibility of sharing his knowledge with his deputy, thus creating opportunities for the latter to acquire these managerial skills and to discover the applicability of each.

The purpose of the study was to determine if administrators with elementary school experience have less opportunity to advance to the position of superintendent than do administrators with secondary school experience. Data were collected from 270 public school superintendents and 174 public school board presidents.The superintendent data collection instrument was designed to collect data to determine the educational background and work experience of superintendents in the state of Indiana. The school board president data collection instrument was designed to collect the perceived ideal career pattern for a superintendent and a ranking of perspective superintendent candidates with a request to list perceived strengths and weaknesses for each candidate. Five null hypotheses were tested for statistical significance using an analysis of variance and chi-square.Data collected supported the following conclusions:1. A significant statistical difference does exist in the number of first time superintendents hired in the past three years as well as in the total number of superintendents employed in the state of Indiana with secondary school experience as compared to the number of superintendents with elementary school experience. Superintendents with secondary school experience are significantly more in number.2. There is no significant statistical difference in the number of years of administrative experience, other than as a superintendent, that a superintendent possesses with secondaryschool experience as compared to experience reported by superintendents with elementary school experience.3. A significant statistical difference does exist in the number of years of teaching experience a superintendent with secondary school experience possesses as compared to amounts of teaching experience reported by superintendents with previous elementary school experience.4. A significant statistical difference does exist in the ranking of prospective superintendent candidates by school presidents based on whether the candidate's experience was secondary school level or the elementary school level.5. Superintendent candidates in the state of Indiana with board at the elementary school experience have had to take extra steps to be considered equal to superintendent candidates with secondary school experience. These steps have included more advanced degrees and experience as an assistant superintendent.6. School board presidents view secondary school experience as more beneficial in the preparation of a candidate for the position of superintendent. / Department of Educational Leadership

M.Ed. (Educational Management) / The present crisis in Black education in South Africa centres largely around the problem of educating and re-educating principals. Major deficiencies in the teaching of Mathematics and Physical Science exacerbate the acute shortage of adequately qualified teachers. During the past two decades there have been even greater uncertainties, fears and instabilities in the field of professional development. The problem of upgrading Black principals also seems to have received limited and sporadic attention. Central to this problem is the quality of the professional development of educational leaders. Hartshorne (1990:4) argues that" ...although it is crucial to highlight the fact that while there has been a marked improvement in the professional qualifications of Black teachers, there has been a disturbing and remarkable increase in the number of professionally under-qualified teachers in Black schools". Comments such as these highlight the severity of the education crisis, the need for skilled principals and the demand for effective professional development to improve their management skills. They also outline the context and rationale of this investigation. The three major resources in meeting the challenge of the provision of education are teachers, classroom facilities and effective managers or educational leaders. This investigation will suggest that innovative methods and strategies will have to be found in both pre-service and in-service education and professional development to increase the quality of principals available to the present system of schooling, without resorting to "quickfix" and 'cheap solutions. The first step could be the removal of the past educational inequalities: size of classes, teacher qualifications, funding disparities, educational facilities and equipment (Hartshorne, 1990:85). The recipe knowledge approach to professional development in the initial training programmes is becoming increasingly difficult to justify or sustain...

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The problem of this study was to determine the adequacy of the professional preparation of the Catholic school superintendent for his role as the educational leader in the diocesan school system. The study was divided into the following subdivisions: 1) establishing evaluative criteria to measure the adequacy of the professional preparation of the Catholic school superintendent; 2) evaluating the professional preparation of the superintendent in the light of the established criteria; 3) proposing a program which might close the gap between the existing practices and the established criteria.