Dissertations / Theses on the topic 'Catholic school principals'
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Slattery, Michael Joseph, and res cand@acu edu au. "The Role of the Catholic School Principal in the Face of Modern Day Challenges and Demands: Key behaviours, issues, perceptions, challenges and dilemmas facing Catholic school principals in the late 1990s." Australian Catholic University. School of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp216.04092009.
Full textMellor, Graeme J., and res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.
Full textHanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
Full textMcCann, Paul, and res cand@acu edu au. "Principals’ Understandings of Aspects of the Law Impacting on the Administration of Catholic Schools: some implications for leadership." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp129.17052007.
Full textBarisano, Erin C. O. "Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271110.
Full textThe role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.
Arthur, Jamie Faser. "What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?" Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/86.
Full textPolitz, Arthur Jay. "Leadership styles of principals and student achievement in selected Catholic schools of Indiana." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776641.
Full textDepartment of Educational Leadership
Roche, Kevin W. "Principals' responses to moral and ethical dilemmas in Catholic school settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/NQ27770.pdf.
Full textHo, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.
Full textBelmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.
Full textCannon, Helen Mary, and res cand@acu edu au. "Redesigning the Principalship in Catholic Schools." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.
Full textCardarelli, Rosaline. "The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618797.
Full textMcEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
Full textWhelan, Anthony, and res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools." Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.
Full textJoy, Geoffrey, and n/a. "The development and current principals' perception and expectations of the administration of a large Catholic education system." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060804.121438.
Full textGlynn, Charles J. "Case study in Catholic school leadership strategy the role of elementary school principals in recruiting students /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239657.
Full textTitle from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3662. Adviser: Ronald E. Barnes.
Bracken, Anthony John, and res cand@acu edu au. "The Principal's Leadership Role in the Spiritual Formation of Teachers in Catholic Schools: a case study in one educational system." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp72.25092005.
Full textFikwamo, Rodgers K. "Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/550.
Full textHo, Kwok-cheung Joseph, and 何國漳. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schoolsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862719X.
Full textTuite, Kerrie Patricia, and res cand@acu edu au. "Making the Edmund Rice Ethos a Reality: A case study in the perceptions of principals in Christian Brothers’ Schools in Queensland." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp175.16092008.
Full textPellechia, Victor J. "Do We Value "Values" in Education? A Study of Values Alignment in the Ethical Decision-Making of Catholic School Principals." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844863.
Full textThe purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.
The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.
The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.
Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.
Vincent, Kathleen B. "Principal evaluation in Catholic elementary schools." Thesis, Lewis and Clark College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561324.
Full textResearch on school leadership speaks to the importance of evaluating school administrators. Evidence suggests that involving school leaders in the design of the evaluation process as well as including feedback from stakeholders in the school community as part of the evaluation process can positively impact administrators' professional practice. Effective assessment supports the continued development and growth of school leaders.
In the local archdiocese the pastor evaluates the parish school administrator, using a standard form based on the job description and issued by the superintendent's office. The same self-evaluation is completed by the principal and discussed with the pastor. Since the pastor is typically not an educator, questions arise about the accuracy and usefulness of the data generated by the evaluation. These questions lead to discussions about the efficacy of the process and generate ideas for improvement and a willingness to effect change.
This dissertation study seeks to identify perceptions of Catholic elementary school principals about the current evaluation process in their diocese, exposes administrators to research into best practice in leadership evaluation, and shows how these principals collaboratively designed an evaluation tool and process. This action research process tracked changes in attitudes and beliefs about effective evaluation that occurred as the administrators designed a new tool and method for potential implementation in their diocese. Trends were identified and coded utilizing the research questions and the theoretical framework of Organization Governance, Leadership Theory, Evaluation Theory and Change Theory. This qualitative research study adds administrator voices to the developing professional dialogue about effective leadership evaluation.
Connelly, Camryn Marie. "Hiring Leaders in Catholic Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/198.
Full textQuinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.
Full textDavis, Jacqueline Estella. "Principals' Perceptions of Parent Involvement in Catholic and Protestant Schools in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846292.
Full textThis study examined principals’ perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey.
Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school’s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child’s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.
Marasco, Corena. "The Triage Principal| An Autoethnographic Tale of Leadership in a Catholic Turnaround School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689638.
Full textCatholic schools are in need of innovative change. The problem lies in how to construct the elements of change to create viability for a school in the face of rapid declining enrollment. Responding to this type of environment as an educational leader requires qualities and characteristics similar to those of first responders in a medical emergency, a term I coined as the triage principal. This autoethnographic research study was designed to answer three research questions: 1. As a new principal at Michael, the Archangel School (MAS), a Catholic school in danger of closing, what challenges did I experience? 2. As a new leader, how did I respond to the challenges to bring about change at MAS? 3. What did I learn from this first year leadership experience? This autoethnographic study is constructed from my voice as a first year, first time principal, using several data sources: my blog, my archival field notes, and three interviews from archdiocesan leaders. Each of the given data sources had contained a data collection procedure resulting in overarching thematic patterns that led to generalizations based on the past experiences at MAS and my review of the literature. The weaving of the past and present of my life's leadership journey in combination with the culture and the people that surround me for this study, has made me realize that I do have a story worth sharing, a story that can potentially help others who might find themselves seemingly lost and alone.
Davison, Liam G., and res cand@acu edu au. "Lay Principals Under Contract: ‘Going Down for the Good Turf’: An exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp122.25102006.
Full textEgan, A. J. "An evaluation of the implementation of the principles of Catholic education in the Catholic comprehensive schools in Wales." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379279.
Full textWenham, Anne Maria, and res cand@acu edu au. "Gender and School: Policy directions, practice and leadership." Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp28.29082005.
Full textDwyer, John Aloysius. "Catholic schools and Catholic social principles : a comparative study of Australia, England and Wales, and the United States of America." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006565/.
Full textHolyk-Casey, Karen Elayne. "A Qualitative Study of Three Urban Catholic High Schools: Investigating Parent and Principal Expectations and Realizations of Parental Involvement and the Parent-School Relationship." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/242.
Full textStewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.
Full textThe principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.
The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.
Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.
Lovelock, Mary Therese, and res cand@acu edu au. "A Case Study of the Implementation of Children’s Literacy Success Strategy: The perceptions of principals, literacy co-ordinators and teachers." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp196.08052009.
Full textO’Brien, Robert Patrick, and res cand@acu edu au. "Assessing the Characteristics of Effective Professional Learning and Training Programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp54.29082005.
Full textŠalkauskienė, Rūta. "Krikščioniškos antropologijos principai Šv. Juozapo mokyklos strategijoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120808_143849-80592.
Full textThe aim of this work is to formulate the principles of the Christian anthropology and thus ground the conception of a newly born Catholic School of St Joseph. The first part of the work deals with the analysis of five documents of the Church, where mission and meaning of a Catholic school has been discussed. It has been claimed by the Church that a Catholic school is a special place of missions and its activities correspond to arising challenges of every epoch. The analysis of the evolution of Catholic schools in Lithuania in the XX and XXI centuries is also provided. Catholic school is revealed as an exclusive educational phenomenon directing towards the whole and unified upbringing of a human being. The background of the birth of St Joseph’s School is presented, emphasizing the aim of the family community to fulfil its duty to raise and educate their children and to lead a solid and undivided life of integrity. The school has been founded while having purpose to integrate the whole of educational process with Christian values, to educate a human being as a whole, stressing the value of a person, supporting culture of communication and cooperation and discovering the final unity in Jesus Christ. The second part of the work deals with the analysis of the principles of Christian anthropology, which enables one to see another human being with a unifying outlook and recognize him as a remarkable work of God, created after the image of God, unique and desired by God for his own... [to full text]
Healy, Kathleen Goretti. "A study into the factors that encourage candidates to apply, or discourage them from applying, for Principal positions in Catholic second level schools in the Republic of Ireland and Northern Ireland." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:13972.
Full textSilva, Simone Martins da. "A avaliação em larga escala na rede de Colégios Maristas RS." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3816.
Full textMade available in DSpace on 2015-06-11T17:19:47Z (GMT). No. of bitstreams: 1 Simone Martins da Silva.pdf: 1093772 bytes, checksum: 0ff76b256c4a65875139d2c9c4139af1 (MD5) Previous issue date: 2015-02-27
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
INEP - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira
Este estudo teve por objetivo problematizar a avaliação em larga escala na Rede de Colégios Maristas RS (RCMRS). Instituição católica confessional, alicerçada em princípios humanistas e relacionada à Província Marista do Rio Grande do Sul (PMRS), uma das associadas da União Marista do Brasil (UMBRASIL), pertencente ao Instituto Marista. Rede de Ensino privada com referência no cenário educacional gaúcho, traçou metas no Planejamento Estratégico (PE) 2012-2022 estabelecidas a partir dos apelos do 21º Capítulo Geral do Instituto Marista com vistas ao objetivo de sustentabilidade social e financeira. Como um dos meios para alcançar esse objetivo, implementam-se Documentos Norteadores como o Projeto Educativo Marista (PEM) e as Matrizes Curriculares do Brasil Marista se utilizando de instrumentos de avaliação em larga escala para avaliar a aprendizagem e a gestão da Rede e das Unidades. Este estudo se fundamenta em metodologia de Pesquisa quanti-qualitativa, no campo da Educação. Os dados do estudo empírico foram levantados por meio de documentos da PMRS, dados de relatórios e boletins das avaliações em larga escala Exame Nacional do Ensino Médio (Enem), Sistema Marista de Avaliação (SIMA) 2010 a 2014 e questionários aplicados aos gestores da RCMRS. A partir da análise de dados, demonstramos que a Rede de Colégios, mesmo servindo-se de estratégias de avaliação da aprendizagem e de gestão que apresentem também perspectiva de lógica mercantilista educacional, vem conseguindo trabalhar os resultados das avaliações em larga escala na dimensão diagnóstica, por meio de Planos de Ação Locais com vistas à melhoria da qualidade educacional das Unidades e, em consequência, da Rede. Na lógica das matrizes de referência das avaliações em larga escala, os resultados que estão sendo obtidos pela maioria dos Colégios da Rede Marista RS ainda não expressam melhoria na qualidade da educação que está sendo promovida e que está no horizonte estratégico da instituição. Por outro lado, constata-se que a Instituição vem crescendo nos últimos anos em número de estudantes, principalmente nos níveis iniciais, e que indicadores da identidade da Instituição também estão agregados na construção cultural das famílias, como indicadores de qualidade da educação. As lógicas humanista e neoliberal presentes no atual cenário das instituições católicas confessionais privadas, em especial da Instituição Marista, apontam que há uma problematização, no mínimo, inadiável de ser promovida.
This study had the aim to discuss about the evaluation in large-scale of Rede de Colégios Maristas - RS (RCMRS), a Catholic Confessional Institution that is grounded in human principles and that is related to the Província Marista do Rio Grande do Sul (PMRS), associated to the União Marista do Brasil (UMBRASIL), belonging to the Instituto Marista. This private school system with great reference in Rio Grande do Sul State (RS) educational scenery, traced goals in the Strategic Planning (PE) 2012-2022 established from the appeals of the 21st General Chapter of the Instituto Marista with views to the aim of social and financial sustainability. As a form to reach this goal, Guiding Documents as the Projeto Educativo Marista (PEM) and the Matrizes Curriculares do Brasil Marista are implemented by using the evaluation instrument in large-scale to evaluate the learning and the management of the network and its units.The study is based on the methodology of a quantitative and qualitative research. The data of the empiric study were collected through documents from PMRS, data of reports and bulletins of large-scale assessments like National High School Exam (Exame Nacional do Ensino Médio - Enem) and Marist Evaluation System (Sistema Marista de Avaliação - SIMA) 2010 to 2014 and questionnaires answered by managers of RCMRS. From the data analysis we demonstrate that this school system, even taking advantages from evaluations strategies of learning and management that also presents a logical and mercantilist educational perspective, has been able to work the results of the evaluations in a large-scale of diagnostic dimension, by the action local plans with the aim to improve the educational quality of the units and by this, to improve the network educational quality. In the line of the reference arrays of the assessments in large-scale, the results that are been obtained by the majority of the Rede de Colégios Marista in RS haven’t show the improvement on educational quality that has been promoted and that is the strategic horizon of the institution yet. In the other side, we note that the institution has been growing in recent years in the number of students, especially in the early levels and that the quality indicators of the institution also are aggregated in the family’s cultural construction, as indicators of quality education. The Humanist and Neoliberal logics present in the current scenario of private confessional catholic institutions, especially in Instituição Marista, show that, at least, there is an urgent problematic to be promoted.
Cannon, Helen Mary. "Redesigning the principalship in Catholic Education." 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006/index.html.
Full textSubmitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 204-228. Also available in an electronic format via the internet.
Davison, Liam G. "Lay principals under contract 'Going down for the good Turf' : an exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role /." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp122.25102006/index.html.
Full textSubmitted in partial fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 122-126. Also available in an electronic version via the internet.
Mellor, Graeme J. "Reimagining the Catholic schools an exploration of principals' responses to changing contexts of the contemporary catholic school /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006/index.html.
Full textSubmitted in total fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 363-388. Also available in an electronic version via the internet.
Tabet, Marwan E. "The role of the principal in Catholic schools in post-war Lebanon." Thesis, 1998. http://hdl.handle.net/10500/16164.
Full textEducational Leadership and Management
D.Ed. (Educational Management)
Chen, Haiporn, and 陳海鵬. "A Study on the Relationship Among the Principals’ Moral Leadership,School Organization Health, and School Effectiveness in Taiwan Catholic Secondary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67045624461357374212.
Full text國立政治大學
學校行政碩士在職專班
104
This study aims to examine the relationship among the principals’ moral leadership, school organization health, and school effectiveness in Taiwan Catholic secondary schools. Through the organization status description, comparison between different teacher background variables, the correlation with the principals’ moral leadership, school organizational health to forecast school effectiveness was discussed. Finally, it proposes suggestions for Taiwan's Catholic secondary school boards, school authorities, educators and subsequent researchers for further improvement of school effectiveness. This study uses questionnaires survey, t test, one-way analysis of variance, Pearson product-moment correlation, multiple regression and other statistical methods to explore Taiwan's Catholic secondary school moral leadership, the organizational health and schools' effectiveness. Through the collection and discussion of the literature, this study proposes the study frmaework. The questionnaire interviewing 435 Taiwan Catholic secondary school faculties, is developed by the results of moral leadership, school organization and school effectiveness relationship of health from the research of Chen, Qin, and Tsai. Through statistical analysis and discussion, this study obtains the following conclusions: 1. Taiwan Catholic secondary school staff has medium-to-high perception of moral leadership, organizational status of school health and school performance. 2. Taiwan Catholic secondary school faculty staff’s background variancees show insignificant differences in surveying the principals’ moral leadership of principals, school organization and school effectiveness of health. 3. Taiwan Catholic secondary school moral leadership, school health and school performance of the organizations have a positive correlation. 4. Taiwan Catholic secondary school moral leadership and school organization health have a positive predictive power for the effectiveness of school.
Mukoma, Albert Marubini. "The impact of leadership and management styles of the principals of Catholic secondary schools on school discipline in Limpopo province." Thesis, 2003. http://hdl.handle.net/10413/1823.
Full textThesis (M.Ed.)-University of Durban-Westville, 2003.
OEI, SIOK FEI, and 黃淑慧. "A CASE STUDY OF A SCHOOL PRINCIPAL AT A CATHOLIC VOCATIONAL SCHOOL IN INDONESIA." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/01398259766871848902.
Full text輔仁大學
教育領導與發展研究所碩士班
102
By its focus on and learning from a school principal at Mater Amabilis Vocational School (MA SMK) in Surabaya, East Java – Indonesia, this phenomenological case study investigates the strategies of the school principal in transforming MA SMK into a high-performance school, while considering the impact of and the perception of the local school community towards these strategies. The findings reveal thirteen strategies, nine of them positively relevant to the previous study of Shannon and Bylsma (2007): (1) a clear and shared focus, (2) expecting all students to achieve high standards, (3) effective leadership, (4) collaboration and communication, (5) curriculum, instruction and assessment beyond standards, (6) developing of learning and teaching, (7) fostering professional development, (8) supportive learning condition, and (9) family and community involvement. Four other strategies are specifically used by the school principal at MA SMK: (10) shaping school culture, (11) using SWOT analysis, (12) product marketing, and (13) school promotion. The results of 12 participants’ interviews have shown that seven strategies significantly impact on the school community, whereas, the greatest impact results from school promotion and product marketing. Moreover, the school community’s perceptions are associated with the role of the school principal. By clustering and coding interview results, the researcher finds seven special names, namely: motivator, visionary, moral agent, charismatic leader and organizer, empowerer of talents, team builder, and communicator. Discussion and recommendations are provided.
HSU, LI-YUAN, and 許力元. "LOOKING FOR THE BEGINNING PRINCIPAL’S INNER WORLD- TAKING TWO CATHOLIC PRIVATE SENIOR HIGH SCHOOL AS EXAMPLES." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/34199073723800362213.
Full text輔仁大學
教育領導與發展研究所
97
In the past, principals of Catholic high schools in Tiawan were generally positioned by the clergy; however, there are two impacts which these private Catholic high schools are facing currently. First, the background of the principal is changed because of the decreasing number of clergy. Second, the trend of having fewer children which has strong impact on education environment. Therefore, the roles of principals in these schools are becoming more and more important. This study was conducted to understand the beginning principals’ inner world on managing and leading Catholic high school in their first year. The data is gathered from the two principals with totally different backgrounds and genders in two private Catholic High Schools by using semi-structured interview and participant observation. Then, we got the following conclusions: 1. Beginning principal is aware that his/her own innate character of being a leader is fixed, but their actions are changed depending on contingency. 2. Beginning principal is active and positive, and they move school affairs in high execution. 3. Beginning principal holds the rationale of holistic-human education on school establishment. 4. Beginning principal tries hard to have cultural transformation in Catholic private school. 5. Beginning principal considers that the school is student-centered and should promote the growth of teacher professional development. 6. Beginning principal has high emotional management and self-reflection. 7. The responsibility and mission of beginning principals are to overcome difficulties and challenges in their first year. 8. The highest principle of beginning principals is to “Set examples by themselves.” Based on the above conclusions, we provide the following suggestions: 1. We suggest that beginning principals should understand deeply and give feedback to their staff, use their words carefully under self-emotion management and give their staff more approval and compliments, and increase social network of beginning principals which can be used to transmit messages and share experiences with other beginning principals in Catholic high schools. 2. We suggest that staff should give beginning principals more support, provide their comments voluntarily in a rational and objective way; understand the need of school organization transformation and then behave actively and positively toward this. 3. We suggest that subsequent researches about beginning principals can delve into different topics and angles, and study in a team. By such means, we can integrate different facets of beginning principals completely.