This thesis will examine Washington, D.C. as a test case for effective education reform with a focus on the leadership of Michelle Rhee, former Chancellor of D.C. Public Schools. Rhee’s leadership is of particular interest because she served in an unusual political and institutional setting in which D.C. Mayor Adrian Fenty gained mayoral control of the school district. This paper examines Rhee's reform efforts with respect to the bureaucratic limitations and institutional confines she faced, as well as the resources she had at her disposal. The results of this test case strengthen the arguments of scholars like Rick Hess and Terry Moe, who assert that the foundational structures of the American public school system are not only outdated but broken. Additionally, Michelle Rhee's struggles as Chancellor legitimize elements of the arguments of education policy expert and historian Diane Ravitch, a strong defender of the traditional structures of the nation’s public school system and their contributions to the country's fundamental democratic principles. This analysis of education reform in Washington, D.C. acknowledges that Rhee achieved numerous small victories over the course of her tenure, but she lacked the capacity to fix larger systemic obstacles on her own.

APPLICATION OF TOTAL QUALITY MANAGEMENT IN TEACHER UNIONS FROM THE PERSPECTIVES OF UNION MEMBERS Bagci, Abdullah M.S., Department of Educational Administration and Planning Supervisor: Prof. Dr. Hasan SimSek September 2009, 123 pages The purpose of this study is to contribute to the understanding of the functioning of teacher unions and provide feedback to union managements, members of the unions, teachers, academics and education officials concerning TQM applications in teacher unions by investigating the implementation degree of TQM principles in teacher unions in Ankara. Several studies have been done on the implementation of TQM in the field of education mainly for state/private schools and state/private universities / nevertheless, no researches have been carried out regarding TQM applications in teacher unions which is an important stakeholder in Turkish education system with more than 400.000 members. A Total Quality Management Questionnaire was developed by the researcher based on the existing literature on basic TQM principles to be applied to union members in state schools in Ankara. Descriptive statistics and Mann-Whitney U test were used to analyze the data obtained. The results revealed no difference between Egitim-Sen and T&uuml / rk Egitim-Sen members&rsquo / perceptions concerning the application of 38 TQM proposals in their unions. However, Mann-Whitney U results yielded significant differences on the application of 16 TQM proposals included in the questionnaire. Descriptive statistics results also revealed that more than half of the union members were not aware whether the TQM proposals were applied in their unions or not and about 40% of the members participated in the study perceive that TQM principles are implemented in their unions. Keywords: Total Quality Management, Teacher Unions, Egitim-Sen and T&uuml / rk Egitim-Sen

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-01-08T17:53:58Z No. of bitstreams: 1 MaraPavanil.pdf: 1451070 bytes, checksum: 7f8142a34317e314faf5ff557674e547 (MD5) / Made available in DSpace on 2018-01-08T17:53:58Z (GMT). No. of bitstreams: 1 MaraPavanil.pdf: 1451070 bytes, checksum: 7f8142a34317e314faf5ff557674e547 (MD5) Previous issue date: 2017-06-22 / Taking into account one of the most intriguing reflections prompted by the Italian Marxist Antonio Gramsci, regarding the organic intellectual, this thesis questions if the teacher proletarianisation is associated with middle class organic intellectuals and focuses on how teachers react to the idea of picturing themselves as middle class intellectuals. Based on teachers’ ideological concepts, emerging from their working conditions and their presence in unions, the research gains ground with Gramsci’s concepts, from the perspective of a number of authors, namely Jean-Marc Piotte (1972), Hugues Portelli (1977), Christinne Buci-Glucksmann (1980), apart from some discussions related to the middle class, merited by Decio Saes (1977; 1980; 1984). The research sheds light on Gramscian concepts which pave the way for the teacher seen as an organic intellectual. It also highlights a study about the Brazilian middle-class formation in order to outline the teacher within the frame of a class, through documental analysis and interviews with union leaders. In the light of the present research, it is not viable to identify the teacher as a labor class organic intellectual, given the middle class ideological concepts underlying teachers’ social background / Considerando uma das mais instigantes reflexões realizadas pelo marxista italiano Antônio Gramsci acerca do intelectual orgânico, esta tese analisa se a ideia de proletarização do professor transforma-o em intelectual orgânico da classe trabalhadora e investiga como os professores reagem à ideia de se reconhecerem como intelectuais da classe média. Objetivando discutir as concepções ideológicas dos professores a partir das reflexões sobre a sua situação de trabalho e suas formas de atuação nos sindicatos, a investigação fundamenta-se nas análises sobre os conceitos de Gramsci feitas por alguns autores, entre eles, Jean-Marc Piotte (1972), Hugues Portelli (1977), Christinne Buci-Glucksmann (1980), além das análises e discussões relativas à classe média realizadas por Decio Saes (1977; 1980; 1984). A pesquisa inicia com uma abordagem dos conceitos gramscianos que subsidiam as análises posteriores sobre a ideia do professor como intelectual orgânico. Apresenta, também, um estudo da formação da classe média brasileira a fim de localizar aí a classe dos professores, investigando a presença de concepções ideológicas de classe média nos professores, a partir da análise de jornais e documentos, bem como de entrevistas com lideranças sindicais. Foi possível inferir, a partir dos estudos realizados, o não reconhecimento do professor como intelectual orgânico da classe trabalhadora, dadas as concepções ideológicas de classe média que permeiam o ideário dos professores

This study investigates the involvement of teacher unions in the implementation of the Employment of Educators Act (Act 76 of 1998) at school level. Union involvement at school level is still characterized by controversy when it comes to the filling of promotional posts and the redeployment of educators. The inappropriate involvement of unions by ignoring their observer status, may lead to the infringement of educators’ rights if it goes unchecked by the DoE. This may consequently result in poor performance by educators who may feel discriminated against during the redeployment and the filling of promotional posts. Teacher unions have the responsibility to ensure that educators are not victimized. If unions abdicate this responsibility and attend to only key union members when promotional posts are filled, they will cease to be effective unions. Unions who protect non-dedicated and unqualified educators from redeployment will lose the respect of the teaching fraternity, and eventually their membership numbers will dwindle. This was a qualitative and exploratory study based on the grounded theoretical approach. It was conducted in Districts 11 and 12 of the Gauteng Department of Education using focus groups and one-on-one interviews with the various stakeholders from the Department of Education, and leaders of the South African Democratic Teachers’ Union, and the National Association of Professional Teachers’ Organizations in South Africa. The findings indicate that during the filling of promotional posts, the unions tend to use undue influence to have their members promoted, to the detriment of deserving and better qualified educators. During the redeployment process they protect their members against principals who declared them in excess. It was reported that principals make use of the redeployment processes to get rid of educators who are often absent from school because of union work during school hours. If the Department of Education does not seriously take control of the situation in respect of the filling of promotional posts and the redeployment of educators, then the teacher unions will take over. / Educational Studies / D. Ed. (Educational Management)

This study investigates the involvement of teacher unions in the implementation of the Employment of Educators Act (Act 76 of 1998) at school level. Union involvement at school level is still characterized by controversy when it comes to the filling of promotional posts and the redeployment of educators. The inappropriate involvement of unions by ignoring their observer status, may lead to the infringement of educators’ rights if it goes unchecked by the DoE. This may consequently result in poor performance by educators who may feel discriminated against during the redeployment and the filling of promotional posts. Teacher unions have the responsibility to ensure that educators are not victimized. If unions abdicate this responsibility and attend to only key union members when promotional posts are filled, they will cease to be effective unions. Unions who protect non-dedicated and unqualified educators from redeployment will lose the respect of the teaching fraternity, and eventually their membership numbers will dwindle. This was a qualitative and exploratory study based on the grounded theoretical approach. It was conducted in Districts 11 and 12 of the Gauteng Department of Education using focus groups and one-on-one interviews with the various stakeholders from the Department of Education, and leaders of the South African Democratic Teachers’ Union, and the National Association of Professional Teachers’ Organizations in South Africa. The findings indicate that during the filling of promotional posts, the unions tend to use undue influence to have their members promoted, to the detriment of deserving and better qualified educators. During the redeployment process they protect their members against principals who declared them in excess. It was reported that principals make use of the redeployment processes to get rid of educators who are often absent from school because of union work during school hours. If the Department of Education does not seriously take control of the situation in respect of the filling of promotional posts and the redeployment of educators, then the teacher unions will take over. / Educational Studies / D. Ed. (Educational Management)

Management of teachers is one of the important tasks of principals at school, aside from their primary goal of ensuring that teaching and learning happens effectively at school, is their potential to manage two types of teachers present at school, unionised and non-unionised. It is well-established that principals have a mammoth task of identifying and implementing the correct strategies to manage these teachers. A review of the management styles in use today shows that the new management strategies are required to solve the problems encountered by principals in managing these teachers. Several methods of implementing these new strategies are described. These methods include creating trust between teachers and principals through fruitful communication and participation in decision-making. The application of the theory of emotional intelligence is described in detail. The theory of emotional intelligence denotes that the accomplishment in the management of human resources depends largely on the emotions, behaviours, and attitudes of managers. While past studies have detailed the effectiveness of the management styles used by principals to manage teachers, these studies have been confined to the management of teachers collectively. The present study distinguishes between teachers who are unionised and non-unionised and the individual, focus group interview and observation are the primary sources of data used in the study. The findings are intended to solve challenges associated with the implementation of the management strategies of principals in managing unionised and no-unionised teachers to attain improved quality teaching and learning in the context of South African secondary schools. The results show that developing trust between principals and teachers requires efforts from both parties. They also show that the main complaint about the management of teachers is unequal treatment of teachers and a lack of trust between teachers and principals in schools. The analysis of individual interviews, focus-group interviews and observations revealed that the establishment of strategies that address both types of teachers found at schools would be a significant step to take towards a positive management of teachers. It is proposed that the Department of Basic Education creates an environment where both teachers and managers’ personal and professional development is upskilled to expand their capabilities to deal with relational problems and challenges. / Educational Management and Leadership / Ph. D. (Education (Education Management))

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)