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1
Howden, Ryan Bradley. "Historical analysis of leadership styles of headmasters at Kingswood College from 1993 to 2017." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62133.
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A significant interest in school educational leadership has developed over the past two decades, whereby effective leadership is required in a continually changing educational environment. This study is a historical analysis of leadership styles of headmasters at Kingswood College in Grahamstown (Eastern Cape, South Africa) from 1993 to 2017. The aim is to identify leadership style(s) of headmasters using the Full Range Leadership (FRL) model as a guiding framework; to describe and interpret these style(s) in relation to the headmaster’s tenure; and to compare the headmasters’ leadership styles, noting key similarities and differences. The research method consists of interviews and a historical archival analysis. The researcher’s expectation is that headmasters will elicit a transformational leadership approach. Key findings were somewhat consistent with this hypothesis, as headmasters exhibit a general trend towards transformational leadership; although each headmaster identifies with a unique facet of transformational leadership, together with relevant supporting leadership style(s) that emerged from the data. Upon comparing headmasters, their primary leadership styles were as follows: Wilkinson identified with transactional, transformational and servant leadership; Hawke showed evidence of a transformational servant leader; Arguile elicited transformational and principle-based leadership; and Trafford depicted transformational and participative leadership. The researcher found that multiple factors in an ever-changing educational environment promoted the need for transformational leadership. The relationship between business management and educational leadership emerges as a key reflection, thus further research is required in this regard.
2
Brown, Colin E., and n/a. "The impact of a headmaster on a school : an analysis of change." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060614.163232.
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This thesis analyses the impact of a headmaster
upon a non-government school during the first years
of his leadership. Theories of organizational change
and leadership behaviour provide the theoretical
framework for this investigation.
The changes that were sought at Marist College,
Pearce, have their origin in 1983 with the appointment
of the fourth headmaster of that College. Prior to this
time Marist College had developed a reputation for conservatism
and strong leadership.
The College had grown since its foundation into a
comparatively large institution, both in terms of physical
size, personnel and student enrolment. The new headmaster
saw the need to review the goals of the College with the
aim to better the pastoral care of the large student body.
The result of this evaluation was the identification of a
series of changes that would open the College to new
approaches involving structural changes, devolution of
authority and personalization of the College.
The study identifies and documents the ideals hoped
to be achieved by the headmaster. What were seen as
ideals were not in ail cases practical. The difficulties
and problems faced by him in the implementation of these
changes are also examined.
Headmasters' terms of office are limited resulting
in new headmasters being appointed regularly. Each
brings to that office his own style and ideals. The
difficulties faced in the types of change analysed in
this study may be common to organizations experiencing
a change in leadership style.
3
Raistrick, B. "A study of 42 headmasters : How they perceive their needs after being in headship for more than three years." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380985.
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Duarte, Olga. "O perfil de competências do director de escola." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15362.
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Num momento em que a palavra competência entrou em força nas práticas organizacionais e três anos depois de o novo modelo de gestão das escolas – Decreto-lei nº 75/2008 de 22 de Abril - ter colocado no centro do debate a exigência de lideranças mais eficazes, surge este trabalho com o objectivo de construir um perfil de competências do Director de Escola, personificação da liderança prescrita. Para tal, realizamos um focus group com um grupo de directores de escola pertencentes à área da Direcção Regional de Educação de Lisboa e Vale do Tejo.
Os seus discursos e análises apontam para a ideia de que a lei veicula um modelo de Escola como empresa e que no conjunto das suas competências aquelas que assumem um papel crítico são: Conhecimentos Especializados (Gestão Escolar); Motivação de Pessoas e Liderança, Conhecimento da Organização e da Envolvente e Gestão de Pessoas; ABSTRACT: In a time that the word competence came in powerfully in organizational practices and three years after the introduction of the new model of school leadership – by the Decree-Law 75/2008 of 22 April - which have stated the needing for more effective leadership in the centre of the debate, this work comes with the aim of building a skills profile of the headmasters, the personification of leadership required. In order to achieve this goal, we have conducted a focus meeting with a group of school headmasters, belonging to the Regional Board of Education of Lisbon and Tagus Valley. Their speeches and analysis indicated the idea that the law conveys in a model of school seen as a company that, in the set of its competences, has some that assume a critical role, which are: specialized knowledge (in school management), people motivation and leadership, conscientiousness of the organization and of the school ambience and management of people.
5
Roddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.
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This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.
6
Joslin, P. A. "What has motivated independent schools, whose heads are members of the Headmasters' and Headmistresses' Conference (HMC) in England, to consider and introduce or reject the International Baccalaureate Diploma Programme?" Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428430.
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Klébis, Augusta Boa Sorte Oliveira. "Concepção de gestão escolar : a perspectiva dos documentos oficiais e dos programas de formação continuada de diretores de escola no Estado de São Paulo - 1990/2009 /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/104789.
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Orientador: Paschoal QuaglioBanca: Yoshie Ussami Ferrari Leite
Banca: José Cerchi Fusari
Banca: Graziela Zambão Abdian Maia
Banca: Hélia Sônia Raphael
Resumo: Esta pesquisa apresenta uma análise da concepção de gestão escolar presente nos documentos oficiais e nos programas de formação continuada para os gestores escolares nas últimas décadas (1990-2009). Para tanto buscou reconstruir a função do diretor de escola a partir da produção bibliográfica editada pelos órgãos oficiais do Estado de São Paulo e do Governo Federal, bem como analisar a legislação cujo conteúdo aborda os mecanismos de regulação da gestão e da organização escolar. Os documentos selecionados foram fundamentais nessa pesquisa para análise das reformas e dos elementos nela contidos que incidiram diretamente na gestão da educação e da escola. Os objetivos estabelecidos apontaram para uma opção teóricometodológica fundamentada na análise de conteúdo, tendo como referência os estudos de Bardin (2007), e na análise crítica do discurso, fundamentada Faircloug (2001) e Resende e Ramalho (2006). Uma série de indagações permeou o seu desenrolar, dentre as quais: Qual a influência do contexto social e político na definição das políticas públicas em educação? Em quais paradigmas os documentos oficiais produzidos se pautam? Qual concepção de diretor de escola e de gestão escolar esses documentos apresentam? Qual o perfil de diretor está se delineando na década atual, a partir dos programas de formação continuada? Ficou evidenciado que a gestão escolar e a formação continuada dos diretores de escola ocupam lugar de destaque nas atuais políticas públicas e se encontram presentes nas várias proposições como elementos centrais para a concretização da reforma da educação. Nesse processo identificou-se o caráter conservativo das propostas governamentais, que embora apresentadas como democráticas, no tom da linguagem emerge o contraditório, expressando o padrão prescritivo e normativo... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research presents an analysis of the conception of school management present on the official documents and on the continuing formation programs for school headmasters on the last decades. (1990-2009). Therefore it aimed to reconstruct the role of the school headmaster based on the bibliography published by official bodies of the State of Sao Paulo and the Federal Government, as well as to analyze the legislation which contents broaches the regulation mechanisms of educational management and organization. The selected documents were essential in this research for the analysis of the reforms and the components contained in them that fall directly upon the education and the school managements. The goals established for this study led to a theoretical-methodological option based upon the content analysis, having as references the studies of Bardin (2007), and upon the critical discourse analysis of Faircloug (2001), Magalhaes (2001) and Resende & Ramalho (2006). During the progress of this research, a series of inquiries came out, which can be summarized as follows: What is the influence of the social and politic contexts on the definition of the public policies on Education? Which paradigms are the official documents ruled by? What is the conception of school headmaster and school management that these documents introduce? What is the profile of the headmasters that have been designed in this decade from the continuing formation programs? It became clear that the school management and the continuing formation of school headmasters are prominently placed in the actual public policies and are present on several propositions as central components towards the accomplishment of the educational reform. On this course, the conservative character of the government proposals has been identified. Despite the democratic aspirations,... (Complete abstract click electronic access below)
Doutor
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Andersson, Leif. "Headmaster´s thoughts on special educators work assignments." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30363.
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Sammanfattning/abstrakt Andersson Leif (2017), Hur skolledare ser på specialpedagogens arbetsuppgifter. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90 hp.Förväntat kunskapsbidragDenna studie avser att höja kunskapen kring specialpedagogens kompetens så att den utnyttjas på rätt sätt för att skolledare skall kunna använda den som ett verktyg för att höja måluppfyllelsen.Syfte och frågeställningarDet övergripande syftet med min kartläggning är att belysa hur sex skolledare använder specialpedagogens kompetens och därmed öka och generera ny kunskap om specialpedagogens yrkesroll. Jag vill undersöka om utredning, kartläggning handledning och skolutveckling är arbetsuppgifter som specialpedagogen utför och i vilken omfattning detta i så fall sker. Jag avser också att kartlägga om det finns andra arbetsuppgifter som specialpedagogen utför.•Vilka arbetsuppgifter genomför specialpedagogen?•Hur väl känner sex skolledare till specialpedagogens tänkta kompetens utifrån den idag rådande examensordningen?•Finns det en skillnad i arbetsuppgifterna för specialpedagogen beroende på om hen arbetar på en F-6 skola eller på en 7-9 skola/gymnasiet?TeoriStudien utgår från ett systemteoretiskt perspektiv och tar stöd i den tänkta specialpedagogiska kompetensen i tolkningen av det empiriska materialet. Tolkningen utgår från organisation-, grupp- och individnivå.Metod Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med sex skolledare.Resultat I resultatet framkommer två olika specialpedagogiska yrkesroller; den specialpedagog som har mer specialläraruppgifter och den som arbetar med mer specifika specialpedagogiska arbetsuppgifter. Det empiriska materialet visar att om specialpedagogen arbetar med rektorer på skolor för yngre elever eller med rektorer som arbetar med äldre elever skiljer sig yrkesrollen och uppdragen. Skolledare med F- 6 skolor pratar mer om att de använder specialpedagogen som en speciallärare som undervisar hälften av sin arbetstid. Detta att yrkesrollerna sammanblandas lyfts också fram i olika rapporter. (Lansheim, 2010; von Ahlefeld Nisser, 2009) pekar också på att specialpedagogerna arbetar med specialläraruppdrag till större delen av sin arbetstid, alltså undervisar. Undervisningen sker enskilt, i grupp eller i klassen vilket också delvis motarbetar inkluderingstanken. Specialpedagoger som arbetar med de äldre eleverna handleder och arbetar mer med skolutveckling än sina kollegor på F-6 skolor. Utredningar av elever och lärmiljöer sker hos alla de undersökta skolledarna. ImplikationerSpecialpedagogens yrkesroll och uppdrag styrs mer av hur verkligheteten ser ut och hur det dagliga arbetet med elever i behov av stöd genomförs än vad teorin och vetenskapen kring yrkesrollen och uppdraget beskriver. Studien visar att det finns ett behov av att förtydliga specialpedagogens yrkesroll ytterligare för att skapa större förutsättningar för hen att arbeta mer utifrån den gällande examensförordningen.Nyckelord: Specialpedagogiska yrkesrollen, handledningsuppdrag, skolutveckling, förebyggande arbete, inkludering.
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Klébis, Augusta Boa Sorte Oliveira [UNESP]. "Concepção de gestão escolar: a perspectiva dos documentos oficiais e dos programas de formação continuada de diretores de escola no Estado de São Paulo - 1990/2009." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/104789.
Full textAbstract:
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klebis_abso_dr_mar.pdf: 719938 bytes, checksum: e0459373ef75358f1db03629f5bd1552 (MD5)Esta pesquisa apresenta uma análise da concepção de gestão escolar presente nos documentos oficiais e nos programas de formação continuada para os gestores escolares nas últimas décadas (1990-2009). Para tanto buscou reconstruir a função do diretor de escola a partir da produção bibliográfica editada pelos órgãos oficiais do Estado de São Paulo e do Governo Federal, bem como analisar a legislação cujo conteúdo aborda os mecanismos de regulação da gestão e da organização escolar. Os documentos selecionados foram fundamentais nessa pesquisa para análise das reformas e dos elementos nela contidos que incidiram diretamente na gestão da educação e da escola. Os objetivos estabelecidos apontaram para uma opção teóricometodológica fundamentada na análise de conteúdo, tendo como referência os estudos de Bardin (2007), e na análise crítica do discurso, fundamentada Faircloug (2001) e Resende e Ramalho (2006). Uma série de indagações permeou o seu desenrolar, dentre as quais: Qual a influência do contexto social e político na definição das políticas públicas em educação? Em quais paradigmas os documentos oficiais produzidos se pautam? Qual concepção de diretor de escola e de gestão escolar esses documentos apresentam? Qual o perfil de diretor está se delineando na década atual, a partir dos programas de formação continuada? Ficou evidenciado que a gestão escolar e a formação continuada dos diretores de escola ocupam lugar de destaque nas atuais políticas públicas e se encontram presentes nas várias proposições como elementos centrais para a concretização da reforma da educação. Nesse processo identificou-se o caráter conservativo das propostas governamentais, que embora apresentadas como democráticas, no tom da linguagem emerge o contraditório, expressando o padrão prescritivo e normativo...
This research presents an analysis of the conception of school management present on the official documents and on the continuing formation programs for school headmasters on the last decades. (1990-2009). Therefore it aimed to reconstruct the role of the school headmaster based on the bibliography published by official bodies of the State of Sao Paulo and the Federal Government, as well as to analyze the legislation which contents broaches the regulation mechanisms of educational management and organization. The selected documents were essential in this research for the analysis of the reforms and the components contained in them that fall directly upon the education and the school managements. The goals established for this study led to a theoretical-methodological option based upon the content analysis, having as references the studies of Bardin (2007), and upon the critical discourse analysis of Faircloug (2001), Magalhaes (2001) and Resende & Ramalho (2006). During the progress of this research, a series of inquiries came out, which can be summarized as follows: What is the influence of the social and politic contexts on the definition of the public policies on Education? Which paradigms are the official documents ruled by? What is the conception of school headmaster and school management that these documents introduce? What is the profile of the headmasters that have been designed in this decade from the continuing formation programs? It became clear that the school management and the continuing formation of school headmasters are prominently placed in the actual public policies and are present on several propositions as central components towards the accomplishment of the educational reform. On this course, the conservative character of the government proposals has been identified. Despite the democratic aspirations,... (Complete abstract click electronic access below)
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.
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Shahadan, Azuraida. "Primary headmaster implementation of the Malaysian National Education Blueprint| Problems and challenges." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581781.
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The implementation of the Malaysian National Education Blueprint 20062010 (NEB) expanded headmasters' responsibilities and roles in managing schools. One of the NEB goals is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools. The purpose of this qualitative case study was to explore the problems and challenges confronting primary school headmasters in Selangor, Malaysia. This study is grounded in the pragmatic worldview and concerned with applications and solutions that face educational leaders today.
This study addresses the leadership of primary school headmasters. Data was collected from nine sample schools, involving nine participants in the state of Selangor, through interviews, observations and document reviews. Triangulation of data and member checks were used to establish the validity of data.
The analysis of qualitative data from nine public primary school headmasters yielded the following findings: (a) the empowerment of Malaysian education focuses on the public school and emphasis was given to the primary level of education; (b) headmasters felt prepared and able to manage their school curriculum and finances following the guidelines from the National Education Blueprint 2006-2010; (c) credibility, ability, vision and visibility were identified as the most effective leadership traits of a successful school leader and instructional, charismatic, transactional and transformational leadership styles were identified as leadership styles that could be used in managing the school; (d) the NEB requires headmasters to follow standard guidelines and achieve the goals listed in the national plan; (e) the headmasters indicated the implementation of the NEB put pressure on their roles and responsibilities: (f) headmasters expressed their disappointment regarding the lack of training provided by the Ministry of Education to the teachers and support staffs; (g) headmasters felt that they need to allocate some time to discussing and implementing the school strategic plan, to taking a recess or break to recharge themselves, and to collaborating with teachers and students' families regarding student improvement plans.
The findings will make a significant contribution to educational leadership by providing a general understanding of headmasters' roles, leadership and challenges in managing primary schools.
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Ferguson, John W. Jr. "The Headmaster as Pastor| Examining the Pastoral Leadership of Evangelical Christian Heads of School." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807819.
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The purpose of the current study was to understand the ways that heads of evangelical Christian schools exercise pastoral leadership in order to enrich the culture and community of their schools, promote student outcomes, and enhance the Christian ethos of their institutions. The current study filled the gap in previous literature through a qualitative multiple case study method examining and describing the means and modes by which three heads of evangelical Christian schools led their school communities, as perceived by the heads, board members, senior leaders, faculty members, students, and parents within the school. What emerged from the research is that the heads provided pastoral leadership for their schools through: (a) proclaiming God’s word–communicating the mission, vision, and values of the school’s distinctively-Christian character to the community, living those values incarnationally, and connecting Scripture to the daily context of the school; (b) demonstrating genuine pastoral soul care and concern for staff, students, and parents, care that connected school family members with the school and allowed them to internalize and reflect school values themselves; and, (c) equipping senior leaders, faculty, students, and parents to serve the school community and each other, stewarding the resources of the school. The heads’ pastoral leadership created cultures of authentic Christian care and community, flourishing climates in which faculty felt free to collaborate, work as a team, and share craft knowledge. Students felt cared for and safe to take academic risks, ask questions, and try harder, all of which provided healthy media for learning. Keywords: pastoral leadership, head of school, evangelical Christian school, Christian educational leadership, pastoral care.
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Ducros, Célia. "Travail des chefs d’établissement et pilotage des équipes pédagogiques : analyse de l’activité de chefs d’établissement en collège réseau ambition réussite en France." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3034.
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Cette thèse propose d'étudier les instruments du chef d'établissement dans un contexte d'évolution des politiques éducatives et de la nature de sa fonction, managérialisée. En réseaux ambition réussite, les chefs d'établissements se trouvent face à des situations inédites : personnels supplémentaires, co-pilotage des équipes, collectifs nouveaux et hétérogènes à constituer. Nous nous inscrivons dans une perspective historico-culturelle qui considère l'activité individuelle comme une construction sociale portant sur des objets sociaux qui assurent la médiation inter-individuelle. Selon l'approche ergonomique de l'activité, l'activité du chef d'établissement est individuelle mais forcément partagée et médiée par des instruments. Des entretiens répétés de chefs d'établissement ont été analysés et mis en perspective avec les entretiens de divers acteurs scolaires. Les résultats montrent que l'activité du chef d'établissement est empêchée : l'organisation du travail dont il a la charge n'est pas tournée vers la réorganisation du milieu et des rapports sociaux qui s'y inscrivent. D'une part, les instruments utilisés pour agir sur le milieu ne sont pas transformés et la logique verticale de l'établissement domine. En retour, le chef d'établissement perçoit son travail comme inchangé. D'autre part, les instruments utilisés pour agir sur les professeurs ne permettent pas à ces derniers de participer à la réorganisation du milieu. Ils visent à les mobiliser, les faire adhérer, voire leur imposer des manières de faire. En retour, le travail d'organisation des professeurs reste dans l'ombre. Par conséquent, organisation du travail et travail d'organisation ne se rencontrent pasThis thesis studies the tools of headmasters resulting of the evolution of school policies witch made them as managers. Headmasters are facing unprecedented situations with ambition success networks: new staff, co-leading of teams, forming new and heterogeneous groups. Our historic and cultural approach states that individual activity is a social construction based on social objects witch make possible inter-individual mediation. The ergonomic approach to the activity states that the headmaster's activity is individual but necessarily shared and mediated by tools. Repeated interviews of headmasters have been analyzed and put in perspective with the interviews of several other school actors. The results show that the activity of the headmaster is prevented: the organization of work does not contribute to the reorganization of the milieu and of the social relations. On the one hand, the tools used to act on the milieu are not transformed to reorganize the milieu and the school-based rationale prevails. In return, the headmaster sees his work as unchanged. On the other hand, the tools used to act on teachers do not allow them to contribute to the reorganization of the milieu. The tools aim at mobilize them, make them subscribe, gather them or sometimes set them behavior patterns. In return, the work of organization made by teachers remains in obscurity. Consequently, organization of work and work of organization do not meet
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Paškevičius, Linas. "Bendrojo lavinimo mokyklos vadovo kompetencijų ugdymas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120806_141204-87232.
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Globalizacijos proceso, mokyklos decentralizacijos, šalies švietimo integracijos į Europos Sąjungos švietimo erdvę, mokslo standartizacijos kontekste šiandien Lietuvos švietimo įstaigų vadovai - aukščiausios kvalifikacijos vadybos specialistai: kompetentingi, turintys reikiamų žinių ir įgūdžių, nuolat tobulinantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką.
Mokyklų vadovai šiandien turi spręsti įvairias problemas. Jie turi užtikrinti mokyklos veiklos efektyvumą. Norint pasiekti šį tikslą, mokyklų vadovai turi derinti savo profesinę kompetenciją su lyderių ir vadovų kompetencijomis. Daugelis mokyklos direktorių neturi pakankamai sėkmingam švietimo įstaigos valdymui būtinų įgūdžių, todėl jie privalo tobulinti turimus ir įgyti naujų.
Darbo tikslas: ištirti bendrojo lavinimo mokyklų vadovų kompetencijų ugdymo procesą ir jo valdymą.
Darbo objektas: bendrojo lavinimo mokyklos vadovų kompetencijų ugdymas.
Darbo hipotezė: bendrojo lavinimo mokyklų vadovams sudarytos palankios sąlygos kompetencijų ugdymui.
Darbo uždaviniai:
1) Remiantis moksline literatūra, apibrėžti kompetencijos sampratą ir ištirti mokyklos vadovo kompetencijos struktūrą;
2) Išryškinti būtinas sėkmingam vadovavimui kompetencijas ir išnagrinėti mokyklos vadovo kompetencijų vaidmenį mokyklos valdyme;
3) Išnagrinėti mokyklos vadovo kompetencijų ugdymo galimybes, išteklius ir formas bei aptarti problemas, su kuriomis susiduriama;
4) Išsiaiškinti mokyklos vadovų požiūrį į švietimo įstaigos... [toliau žr. visą tekstą]Work for Master’s Diploma. Competencies development of secondary school headmaster. The headmasters of the school have to deal with various problems. They have to reinsure the effectiveness of the school’s activity. In order to achieve this aim, the managers of the schools have to combine their professional competencies with leaders’ and managers’ competencies. Many headmasters of the school have no management skills, therefore they are obliged to develop them. The purpose of this work is to investigate the secondary school principals' competency development process and its management. The object if this work is general school management competencies. The hypothesis of this work is: there are good conditions for schools headmasters to learn competencies. The main objectives of this work are: 1) to define the concept and structure of school managers‘ competence; 2) to define the core competencies of successful leadership and to analyze the role of competencies for school management; 3) to analyze the opportunities and forms of competencies and to discuss the main problems; 4) to analyze the schools’ headmasters’ opinion about competencies learning system; 5) to evaluate the approach of governors; 6) to make conclusions and recommendations. The research methods and contents. The work consists of three main parts. In the first part the management competencies are discussed, in the second part the competency developing system is analyzed and in the third part the schools’... [to full text]
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Silva, Camila Godói da. "Dimensões da gestão escolar: saberes e prática do diretor de escola." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9860.
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Previous issue date: 2015-09-17The aim of this study is to investigate the relationship between the different dimensions of School Management - practice, conception and knowledge of the School Headmaster - in the context of the municipal education system, in the city of Itapevi, in the state of São Paulo, Brazil. The research question of this study was defined as follows: What is the necessary knowledge for a municipal school headmaster to develop an effective practice, taking into consideration the different dimensions of school management? This thesis also aimed at (1) identifying the necessary knowledge for the practice of a school headmaster - his or her actions, significance, conceptions, motivations and implications regarding the dimensions of school management; (2) stimulating reflection amongst headmasters, thus contributing to a new perspective vis-à-vis their professional activity, and also, to future professional development programmes for them. In order to conduct the investigation and ensure that the objectives were achieved, this research drew on a qualitative survey, with a focus on bibliographical investigation, document analysis and field research. After the field research, a questionnaire was designed and distributed with a view to establish the profiles of the school and the headmaster, and thus, proceed with the selection of the research subjects municipal school headmasters from the city of Itapevi São Paulo with whom in-depth interviews were also carried out. Through a historical-documentary data collection in the municipality, it was possible to identify the legal attributes of the position. The development of the methodological procedures was based on the contributions of Chizzotti (2013), Laville e Dionne (1999), amongst others. The theoretical foundation of this research was supported by authors such as: Alonso (1983), Sander (2007), Paro (2010), Lück (2009, 2010), Apple e Beane (2001), Brito (1998, 2011 e 2014), Sacristán (1995), Freire (1986, 2005 e 2007), Masetto (2004), Lazzarin, besides Tardif (2014). Federal, State and Municipal Legislation related to the school headmaster position was also used as theoretical parameters in this study. There was also a National Management Reference Prize, from the Quality Programme, under the joint coordination of UNICEF, INEP, the Ministry of Education and the School s Development Plan, which also featured amongst the documents surveyed. The importance of the dimensions concerned to the practice of the school headmaster, which are: Pedagogical Management, Educational Results Management, Democratic and Participative Management, Administrative Management, People Management, School Climate and Culture, as well as the relevance of this study to future programmes of continuous professional development for them, are some of the conclusions of this investigation
O presente estudo propôs-se considerar a relação entre as dimensões da Gestão Escolar, da prática, das concepções e dos saberes do Diretor de Escola, no contexto da rede municipal de ensino em Itapevi, São Paulo. A questão norteadora desta investigação assim foi delimitada: Quais saberes são necessários para uma prática efetiva do diretor de escola pública municipal, considerando-se as diferentes dimensões da gestão escolar? Esta pesquisa objetivou identificar saberes necessários para a prática do diretor de escola, suas ações, seus significados, concepções, motivações e implicações em relação às dimensões da gestão escolar; proporcionar reflexões aos gestores, contribuindo para um novo olhar sobre a sua atuação, ao mesmo tempo, que contribuir para possíveis programas de formação de diretores de escola. Em busca de resposta à questão central e à consecução dos objetivos propostos, tomou-se por base a pesquisa qualitativa, com foco na investigação bibliográfica, análise documental e na pesquisa de campo. Após o mapeamento de campo foi construído e aplicado questionário com o intuito de caracterizar o perfil das escolas e dos gestores, para então, proceder à seleção dos sujeitos pesquisados - diretores de escolas Municipais da cidade de Itapevi-SP junto aos quais foram realizadas entrevistas de aprofundamento. Buscou-se identificar as atribuições legais do cargo, por meio de levantamento histórico - documental do município. O desenvolvimento da metodologia teve como fundamento as contribuições de Chizzotti (2013), Laville e Dionne (1999), entre outros. A sustentação teórica da pesquisa contou com o embasamento de autores como: Alonso (1983), Sander (2007), Paro (2010), Lück (2009, 2010), Apple e Beane (2001), Brito (1998, 2011 e 2014), Sacristán (1995), Freire (1986, 2005 e 2007), Masetto (2004), Lazzarin, além de Tardif (2014). Como parâmetros teóricos também figuraram as legislações pertinentes às esferas Federal, Estadual (São Paulo) e Municipal (Itapevi) que dispõem sobre o cargo de diretor de escola. Entre os documentos pesquisados destacou-se o Prêmio Nacional de Referência em Gestão, do Programa de Qualidade, sob coordenação conjunta da UNICEF, INEP e Ministério da Educação e do PDE Plano de Desenvolvimento da Escola. A importância das dimensões afetas às práticas do diretor de escola, quais sejam: Gestão Pedagógica, Gestão dos Resultados Educacionais, Gestão Democrática e Participativa, Gestão Administrativa, Gestão de Pessoas, Clima e Cultura Escolar, assim como, a pertinência deste estudo no âmbito dos programas de formação continuada de diretores de escola, configuraram-se como algumas das conclusões desta investigação
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Trainienė, Aldona. "Mokyklos vadovo požiūris į mokytojų skatinimą: situacija ir lūkesčiai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_183223-64467.
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Magistro darbo tikslas - ištirti mokyklų vadovų požiūrį į mokytojų skatinimą. Darbas yra naujas tuo, jog jame pateikiama susisteminta bendrojo lavinimo mokyklų vadovų požiūrio į darbuotojų skatinimą analizė, išskiriant pedagogų motyvavimo, skatinimo sampratos ir esmės, bendrosios bei švietimo vadybos aspektus, įvertinama mokyklų vadovų pozicija skatinant mokytojus efektyviai veiklai, aptariamos pedagoginės sąlygos ir veiksniai, įtakojantys mokytojo profesinei karjerai.The Aim of the Master’s Final Theses is to investigate the headmasters‘attitude towards the teachers‘stimulation. The work is new because a structured analysis of comprehensive schools headmasters‘attitude towards the employees‘stimulation, distinguishing educators’ motivating, stimulation conceptions and essence, general and education management aspects, is presented. Headmasters’ position stimulating the teachers for the efficient activity is assessed; pedagogic conditions and factors, influencing teacher‘s professional career, are discussed.
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Barros, Christiane Oliveira Teixeira de. "O papel do diretor escolar na formação em serviço: um estudo da proposta de formação da Secretaria Municipal de Educação de São Bernardo do Campo." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-160051/.
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Esta investigação tem como objetivo repensar o papel do diretor escolar na formação em serviço, tendo como referência a análise de práticas bem sucedidas de formação contínua, desenvolvidas por duas diretoras da Secretaria Municipal de Educação de São Bernardo do Campo, SP, em escolas de periferia. Trata-se de uma pesquisa empírica, com abordagem qualitativa, realizada a partir de entrevistas semi-estruturadas, tendo como referencial teórico a produção de Libâneo (2002), Pimenta (2002) e Rios (1997), que consideram o professor um intelectual crítico e reflexivo. A pesquisa analisa como as diretoras investigadas assumem a incumbência de formadoras de professores frente à proposta da Secretaria. Para isso, apresento a influência da cultura escolar na formação dos educadores e algumas reflexões sobre as ações formativas da Secretaria e suas repercussões na atuação das diretoras, bem como as especificidades da escola de periferia nesse processo, apresentando, ainda, algumas estratégias de formação realizadas pelas diretoras pesquisadas. Finalizo refletindo acerca das possibilidades de atuação do diretor na formação em serviço, tendo a escola como locus privilegiado para essa formação, e concluo que uma escola reflexiva não é apenas fruto de professores reflexivos, mas de um coletivo reflexivo e de políticas públicas adequadas, em que o diretor pode ser mediador do processo formativo, desde que assuma o papel de co-responsável pela organização do trabalho pedagógico de formação e adote uma postura crítico-reflexiva sobre sua própria atuação, sendo, portanto, o articulador do projeto político pedagógico.This investigation has an object to rethink the role of the headmaster school in the vocational training, having as reference of analyses of practice well succeded of continuous formation, developed for two directors of São Bernardo do Campo Municipal Secretary of Education, SP, in suburb school. It´s about empirical research, with qualitative approach carried from half structure having as theoretical referencial Libâneo (2002), Pimenta (2002) and Rios (1997)s production, that consider the professor an intellectual critic and reflexive. The research analyses as investigate directors take the incumbency of teachers forming front to proposal of the Secretary, that´s why, I present the influence of the scholar culture on the educator´s formations and some reflexions about formatives actions of Secretary and their repercussions on the directors performance, as well as suburbs specific school in process, presenting, yet, some formation strategies carried by researcher directors. At the end I reflex about the possibilities of directors´s performance formations in services, having the school as locus exceptional for this fomations, and I conclude that a reflexive school is not only result of reflexive teachers, but of collective reflexions and the adequate public politic, that the director can be intermediate of the formative process, since it´s assumed the role of co-responsible for the pedagogic work organizations of formation and adopt a critic-reflexive posture about actuation itself, being, thus, the articulator of the educational politic project.
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Cajander, Håkan. "Rektors ledarskapspussel : – en aktionsforskningsstudie om relationen mellan rektors pedagogiska ledarskap och skolutveckling." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35274.
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Denna aktionsforskningsstudie tar sin utgångspunkt i rektorers uppdrag som pedagogiska ledare och ansvariga för skolutveckling och dess undervisning. Viss forskning och vissa rapporter visar på ett utvecklingsbehov av att stärka rektorers uppdrag som pedagogiska ledare. I olika roller som verksam i skolan och i samarbeten med rektorer har jag själv upplevt att rektorer inte alltid har haft framgång i sitt pedagogiska ledarskap. Syftet med studien är att bidra med kunskap om det pedagogiska ledarskapet i rektors arbetsvardag. Arbetets utgångspunkt var att synliggöra vilka komponenter i praktiken som rektorers pedagogiska ledarskap består av, samt att identifiera hur rektorerna kan utvecklas för att främja ledarskapets effekter på skolans lärande. Tillsammans med rektorerna ville jag synliggöra rektorspraktiken genom samtal, text och bild. Resultatet visar hur fem komponenter av det pedagogiska ledarskapet kommer till uttryck i relation till rektorernas kontext. Varje komponent fyller en funktion, men även relationerna mellan dem och hur de tillsammans skapar en helhet för det pedagogiska ledarskapet. Implikationer för studien är att; rektorer måste öka sin kunskap gällande analysförmåga, skapande av helhetsidéer och utveckla en skolkultur som gynnar den, hur rektorer leder förbättringsprocesser och utvecklar sin dialogkompetens. Vidare bör kommuners utbildningsverksamhet, med utgångspunkt i skolans lärande, finna en röd tråd i utvecklingsprocesser från förvaltning till elev. Ytterligare en implikation är att ansvariga för lärarprogrammen bör införa moment i lärarstudenters utbildning så de stärks i dialogkompetens och systematiskt kvalitetsarbete, kopplat till skolans lärande.This action research study focuses on the task of headmasters as educational leaders responsible for the teachings and educations of the school. Some research and some reports indicate a developmental need to strengthen the headmasters task as educational leaders. In various roles working with schools and in collaboration with headmasters, I have experienced that headmasters are not always successful in their educational leadership. The purpose of this study is to contribute with knowledge concerning the educational leadership in the everyday work of headmasters. The starting point of the study was to make visible what practical components are included in the educational leadership of headmasters, as well as identify how the headmasters can develop in order to improve the effects of their leadership on the teachings of the school. Together with the headmasters I wanted to make visible the practices of headmasters through dialogue, text and images. The result shows how five components of educational leadership are expressed in relation to the context of the headmasters. Every component fills a purpose, and so does the relationship between them and how, together, they create a complete picture of educational leadership. Implications for the research is that; headmasters must increase their knowledge concerning analytical abilities, creating complete ideas and developing a school culture that benefits it, as well as how headmasters develop their dialogue skills and how they run improvement processes. Furthermore, the educational practices of municipalities should find a common thread in their developmental processes from administration to student, with a starting point in the teachings of the school. Another implication is that the persons responsible for teacher training should introduce elements in the education of teacher students aimed at strengthening their dialogue skills and their systematic quality work, connected to the teachings of the school.
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Gudelytė, Eglė. "Šiuolaikinės mokyklos vadovo vaidmuo mokytojų kompetencijai ugdyti: teorija ir praktika." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20080207_155334-04917.
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Mokyklos vadovo veikla, apimanti mokytojų kompetencijų tobulinimą, turi būti organizuojama pagal Lietuvos Respublikos norminius aktus, bet mokyklos vadovas turi būti susipažinęs su svarbiausiais Europos Sąjungos švietimo dokumentais ir kurdamas mokyklos strategiją atsižvelgti į švietimo kaitos pokyčius.
Mokyklos vadovas turi efektyviai išnaudoti žmogiškuosius, finansinius ir materialius mokyklos išteklius, numatydamas mokytojų kompetencijų tobulinimo būdus ir priemones.
Viena svarbiausių mokyklos vadovo veiklos sričių, tinkamas žmogiškųjų išteklių valdymas, nes geri darbuotojai lemia mokyklos darbo kokybę ir konkurencingumą. Mokyklos vadovas turi nuolat motyvuoti mokytojus, kad jie geriau dirbtų, nes tai skatina senų kompetencijų tobulinimą ir naujų įgijimą.
Mokyklos vadovas turi būti gerai susipažinęs su kompetencijos ir kompetencijų šiuolaikine teorine samprata, turėti aiškią strategiją, kurių kompetencijų reikia jo mokyklos mokytojams. Naujų kompetencijų (ypač perkeliamųjų) įgijimą mokyklos vadovas turi sieti su naujais mokytojo vaidmenimis. Galutinis naujų kompetencijų įgijimo tikslas – paversti mokyklą nuolat besimokančia organizacija.
Mokyklos vadovo veikla mokytojų kompetencijoms ugdyti apima daugelį sričių (mokytojų informavimas, išteklių paskirstymas, rūpinimasis materialine mokyklos baze, parama mokytojui, poreikių tyrimas, metodinės veiklos analizė ir kt.), tačiau vadovas turi rūpintis strateginiais mokyklos reikalais, dalį praktinių funkcijų palikdamas... [toliau žr. visą tekstą]At the time of great development nowadays a headmaster of a school has to take care of teachers’ development and qualifications. That is why the methods and aids of the leader of the school are discussed in this article with the help of these methods the leader aims and wants teachers to get competence which is needed in the present school. The principal has to be able to analyze and apply the changes of the system of education strategically so that the school could fulfil the order of the society. The leader has to rule the school which is becoming a learning organization. Management competence of the principal has a great influence on the development of the new competence and higher qualification. The exploration of the principal’s activity showed what teachers’ competence is appreciated by principals of a school, its ways of organizing competence are considered to be effective (for seminars, courses, projects). From the exploration it has become clear that not all principals of schools take enough care of the young teachers’ competence development, less attention is paid to teachers qualification needs of self development and so on. The exploration showed that our present school needs leaders and teachers who can, use new things of pedagogy, information technology, study foreign languages, understand new roles and new competence. Key-words: headmaster of school teacher, competence, being competent, learning throughout all life, role, qualification, school strategy.
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Jacquet, Pascale. "De l'implication à l'impact du fonctionnement, de la formation et de la situation géographique des protagonistes de l'Éducation nationale sur la mise en place du travail en équipe des enseignants du premier degré." Thesis, Antilles, 2016. http://www.theses.fr/2016ANTI0073/document.
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Cette thèse porte sur la mise en place du travail en équipe dans les écoles du premier degré. C’est une recherche descriptive qui s’appuie sur l’observation et la description du fonctionnement des équipes pédagogiques à travers les points de vue des acteurs de l’Éducation nationale, principalement à l’île saint Martin et en Guadeloupe. L’enjeu est d’étudier les impacts qu’apporteront différents éléments choisis sur la mise en œuvre du travail en équipe dans les écoles, comme il est préconisé par les textes officiels ministériels.Cette étude est basée sur le modèle d’Engeström. Elle s’appuie sur une dé- marche qualitative et privilégie l’usage de l’entretien semi- directif. Le corpus se compose de 80 entretiens, complétées par quatre enquêtes.Dans une première partie, la thèse se concentre sur le fonctionnement et l’organisation des directeurs d’école, chef d’orchestre dans une l’équipe pédagogique. Puis, ce sont les systèmes de formation initiale et continue des personnels de l’Éducation (directeurs, enseignants et inspecteurs) en France et dans le monde qi sont observés de près. Enfin, des observations du fonctionnement en équipes dans des zones, souvent difficiles, permettront de voir si l’implantation géographique des écoles favorise le fonctionnement en équipe des personnels qui y officientThis thesis focuses on the teamwork in first-degree’s schools. This is a descriptive research based on observation and description of teams organisation through the views of actors of national education, in St. Martin Island first and then in Guadeloupe. The challenge is to study the impacts that will bring various elements chosen on the implementation of the teamwork in schools, as it is recommended by the minsterial official texts.This study is based on the model of Engeström. It’s a qualitative approach and which favours the use of semi-directive interview. The corpus consists of 80 inter- views, supplemented by four surveys.In a first part, the thesis concentrates on the functioning and the organization of the headmasters in schools, as manager of the teaching team. The second part is based on the accurate analysis of the initial and continuous training system of personal of education (headmasters, teachers and inspectors) in France and in the world. The observations of the teamwork in difficult areas will show if the geographical location of schools promotes the organisation of the staff that officiates in those places
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Åkesson, Christel, and Jenny Olsson. "Elevdelaktighet i skolutveckling ur ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20881.
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The purpose of this study is to bring clarity and knowledge as to how two headmasters organise the development of their respective schools as well as how we as special educator can enable the students to take part in this development work. The methodology of this study – and theoretical preconditions are founded in a phenomenological perspective combined with educational organisation theory. The empiric data has been gathered through surveys as well as interviews with students and school administrators. The data is analysed and documented through identified quotes to find meaning and variation in the level of student participation. The result shows the students in the 9 th grade feel they have influence as well as taking part in the development of the schools. Simultaneously, the students inform that the implementation should happen at an early stage for the students to maintain an engaged interest in this. Furthermore, the study shows that the special educator profession at the school that took part in the survey is a strong and an important resource.Syftet med föreliggande studie är att bringa klarhet och kunskap i hur två rektorer organiserar skolutveckling samt hur vi som specialpedagoger kan möjliggöra att eleverna blir delaktiga i skolans utvecklingsarbete. Studiens metodologiska – och teoretiska utgångspunkter grundar sig i ett fenomenologiskt perspektiv i kombination med pedagogisk organisationsteori. Empirin har samlats in genom enkäter samt intervjuer med elever och skolledare. Materialet har analyserats med utgångspunkt i identifierade citat för att finna meningsbärande enheter som syftet att finna variationer i fenomenet delaktighet. Resultatet visar att de tillfrågade eleverna i årskurs 9 känner att de har elevinflytande och delaktighet över skolutvecklingen. Samtidigt framhåller eleverna att implementeringen av utvecklingsförslagen måste ske i ett tidigt stadium för att eleven ska finna intresse för engagemang. Studien visar även att den specialpedagogiska professionen på de undersökta skolorna är stark och en viktig resurs.
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Ekström, Sandra. "Rektorers medverkan i elevhälsan : En studie om systematiskt hälsofrämjande arbete i svenska grundskolor." Thesis, Högskolan i Gävle, Avdelningen för arbets- och folkhälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21881.
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Syfte: Syftet med denna studie var att undersöka i vilken utsträckning rektorer medverkar i elevhälsans systematiska hälsofrämjande arbete i svenska grundskolor. Metod: En deskriptiv, kvantitativ tvärsnittsstudie användes som metod för att besvara studiens syfte. Datainsamlingen genomfördes med hjälp av egenkonstruerade webbenkäter för att samla in data från 200 slumpmässigt utvalda rektorer från grundskolor från hela Sverige. Enkäterna skickades ut till rektorernas e-postadresser tillsammans med ett missivbrev. Av de 200 valda rektorerna deltog 28 % i studien och besvarade enkäten. Resultat: 88 % av rektorerna svarade (n= 51) att elevhälsan aktivt bedriver ett systematiskt hälso-främjande utvecklingsarbete. Majoriteten av rektorerna (n=52) angav att elevhälsan, aktivt bedriver samtliga faser av det systematiska arbetet. Svarsfrekvensen om rektorernas medverkande vid faserna analys, planering, och uppföljning var relativt lika då hälften av rektorerna angav att de medverkade ofta och hälften medverkade varje gång. En skillnad uppstod då 31 % av rektorerna svarade att de sällan medverkade i genomförandefasen. Den yrkeskategori som nämndes flest gånger som initierar majoriteten av hälsofrämjande insatser var elevhälsoteamen på skolorna som bestod av skolsjuksköteterskor, rektorer, kuratorer, lärare och elever. 51 % av rektorerna angav att det var på rektorns egna initiativ som elevhälsan bedrev ett systematiskt hälsofrämjande utvecklingsarbete på skolan. Fyra rektorer nämnde att elevhälsan var de som utförde hälsofrämjande arbete i skolorna. 80 % av rektorerna ansåg även att deras medverkan var betydelsefull för att elevhälsan ska kunna bedriva ett systematiskt hälsofrämjande arbete i grundskolor. Slutsats: Rektorer initierar, bedriver och medverkar i hälsofrämjande arbete och elevhälsans systematiska hälsofrämjande arbeten inom skolorna. Elevhälsoteam eller elevhälsogruppen som fanns lokalt placerade på skolorna var de som initierade hälsofrämjande insatser. Elevhälsan initierade mycket sällan hälsofrämjande insatser på skolorna. Detta kan ifrågasätta ifall det hälsofrämjande elevhälsoarbete som bedrivs är övergripande eller möter elevernas behov.Purpose: The purpose of this study was to explore the extent of headmasters’ participation in the systematic health promoting work carried out by the student health service. Method: A quantitative descriptive cross-sectional survey was used to collect the data. The data collection was preformed using a self-designed web survey, through email addresses to collect data from 200 randomly selected headmasters of primary schools from all over Sweden. Of the 200 selected headmasters, 28% (n = 53) attended, and answered the questionnaire. Result: 88 % of the headmasters reported that the student health service conducted a systematic health promoting work. The majority of the headmasters (n=52) reported that the student health service conducts all of the different stages of the systematic work. The response rate was equal regarding headmaster’s participation, often and every time in the different stages; analyze, planning and follow up. The stage implementation showed a divergence from the other stages when 31 % of the headmasters reported that they rarely participate in this stage. The main profession who initiated health promotion work according to the headmasters was student health teams in the schools, consisting school health nurses, headmasters, teachers, pupils and psychologist. 51 % of the headmasters declared that it was on their initiative that the student health service started the health promotion work. Only four headmaster’s named that the student health service conducted health promotion work in the schools. 80 % of the headmasters felt that their participation was important for the student health service to manage a systematic health promoting work in primary school’s settings. Conclusions: The headmaster’s initiates, conducts and participates in the systematic health promotion work and with the student health service in the primary schools. Student health teams are placed locally at the schools and were the ones who initiated health promotion work. The student health service was very rarely the ones who initiated health promotion work in schools. This may question if the health promoting work witch is conducted in schools are overall or meets the students' health needs.
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Holm, Gunnar. "En resa du inte kan välja bort? : En studie av skolledares upplevelser och erfarenheter av förändringsprocesser." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63879.
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It might be assumed that principals play a critical role in school organizational change processes. Evidence that both decision makers and relevant authorities share this assumption is found in the Swedish Education Act (SFS 2010:800) as well as the objectives and guidelines set down in relevant curricula (Skolverket 2011). Drawing its inspiration from phenomenological life-world research, the overarching aim of this study is to explore and describe the professional and personal experiences of school principals involved in organizational change processes in the educational system. As a consequence of this theoretical grounding in life-world phenomenology, our study has adopted the methodology of semi-structured interviews, with the aim of gaining access to regional life-worlds of principals by exploring narratives relating to their understandings and experiences of organizational change processes in the educational system. The themes brought up in the three conducted interviews provide the basis for interpretation that produces empirical evidence in the form of narratives. The results of this study highlight substantial divergences in the themes identified in the narratives of the principals: there is simply more setting the experiences related apart than that which draws them together. Furthermore, our results also indicate that the personal and professional experiences of organizational change processes in schools related by the interviewees likely constitute information of interest for other involved parties. From this we can make the assumption that an improved support for principals should involve a mutual exchange of experiences between school authorities and principles; this while at the same taking into account individual needs of principals. Based on the narratives of the interviewees in this study, there are four main conclusions to be drawn from this study: - Change requires organization if it is to be successful and lasting - Developmental change draws it power from a feeling of community and motivation - Managing co-workers specifically in relation to organizational change projects constitutes a problem for solitary principals - Studying organizational change projects as phenomena is problematic with regards quantifiable success rates and crowding out effects Keywords: experiences, change, journey of change, change processes, principals, headmaster, school developmentSkolledares roll i skolors förändringsprocesser kan antas vara central. Beslutsfattare och myndigheter ser rektorsrollen som central i skolans förändringsprocesser. Detta framkommer i såväl skollagen (SFS, 2010:800) som aktuella läroplaners (Skolverket, 2011) övergripande mål och riktlinjer. Det övergripande syftet med studien är att med inspiration av ett livsvärldsfenomenologiskt perspektiv studera och beskriva skolledares upplevelser och erfarenheter av förändringsprocesser i skola. Livsvärldsfenomenologin har använts som teoretisk utgångspunkt. De metodologiska konsekvenserna av denna ansats har varit att med hjälp av kvalitativa halvstrukturerade intervjuer få tillgång till skolledares regionala livsvärld i form av upplevelser och erfarenheter av förändringsprocesser i skola. Tre skolledare har intervjuats. I analysen har de livsberättelser som de intervjuade valt att berätta varit underlag för tolkning som skapat av empiriska teman i form av berättelser. Resultatet visar att de teman som träder fram i respektive skolledares berättelser är till övervägande del olika. Det skiljer helt enkelt mer i de intervjuades berättelser än det binder samman. Resultaten visar också på berättade erfarenheter och upplevelser av förändringsprocesser i skola hos respektive skolledare som är av karaktären att de skulle vara av värde för andra att ta del av. Av detta kan antas att stöd till skolledare bör utgå från individuella behov samt att ett erfarenhetsdelande mellan skolledare och huvudmän skulle kunna leda till förbättrade möjligheter att stötta skolledare. Slutsatserna av studien är framför allt fyra insikter som bygger på skolledarnas berättelser: - Förändring kräver organisation för att bli kvalitativ och varaktig. - Förändring i form av utveckling hämtar kraft ur gemenskap och motivation. - Att det kan var svårt som ensam skolledare att hantera relationer till medarbetare i just förändringsprojekt. - Förändringsprojekt som fenomen är svårt att fånga sett till mätbar framgång och undanträngningseffekter. Ämnesord: erfarenheter, förändring, förändringsresor, förändringsprocesser, rektor, skolledare, skolutveckling, upplevelser
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Tete, Kokouvi. "Gouvernance scolaire au Togo. Intelligibilité des pratiques des acteaurs et nouveaux paradigmes d'intervention." Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/63287.
Full textAbstract:
Aquesta tesi doctoral aborda essencialment la governança de les escoles primàries
públiques a Togo. Tot basant-se en dades empíriques recollides en un treball de camp al
país, intenta analitzar el funcionament dels comitès de gestió de les escoles primàries,
òrgans de govern d’aquests centres. Conjuntament i complementàriament, la investigació
analitza el paper dels directors d’escola en la governança escolar, posant l’accent en les
seves diferents responsabilitats, les polítiques de contractació, les condicions en l’exercici
professional i les qüestions relatives a la seva formació.
La metodologia utilitzada en la realització d’aquest estudi és de tipus qualitatiu. Els
resultats de la investigació són fruit de l’anàlisi d’un corpus de dades obtingut a partir
d’entrevistes semiestructurades individuals i col·lectives dutes a terme principalment, amb
directors d’escoles i pares d’alumnes, presidents aquests dels comitès de gestió de les
escoles primàries. Aquestes entrevistes semiestructurades van ser completades amb
sessions d’observació in situ i l’anàlisi de documentació oficial de Togo vinculada al tema
de la investigació.
Els resultats proposats, una barreja de « saber indígena » i de textos oficials, permeten
comprendre en profunditat el rol que juguen les diferents parts implicades en la
governança de les escoles primàries a Togo.
Els comitès de gestió, òrgans d’orientació, de planificació i de presa de decisions en
matèria de gestió administrativa, pedagògica i financera, estan composats per
representants de l’equip docent, dels pares d’alumnes i de la comunitat local. Si els textos
oficials defineixen i clarifiquen suficientment els papers i responsabilitats dels diferents
membres de les instàncies de govern escolar, els resultats de la investigació posen de
relleu algunes dificultats que afecten el seu funcionament. L’escassa participació de les
mares i els pares de l’alumnat en les eleccions dels seus representants, així com la gestió
opaca dels recursos financers, són alguns d’aquests entrebancs.
Quant als directors d’escoles, figura emblemàtica de la governança escolar, són nomenats
per decret ministerial. Tal i com succeeix amb el cas dels comitès de gestió de les escoles
primàries, els resultats mostren la definició de les atribucions dels directors i revelen
dificultats relatives a la seva contractació, formació i a les seves condicions de treball.La presente tesis doctoral trata esencialmente de la gobernanza de las escuelas primarias públicas en Togo. Basándose en datos empíricos recogidos en un trabajo de campo realizado en este país, intenta analizar el funcionamiento de los comités de gestión de estas escuelas. Conjuntamente y de manera complementaria, la investigación aborda el papel de los directores de escuela en la gobernanza escolar, haciendo hincapié en sus distintas responsabilidades, las políticas de contratación, las condiciones en el ejercicio de sus funciones y las cuestiones relativas a su formación. La metodología utilizada en este estudio es de tipo cualitativo. Los resultados de la investigación son el fruto del análisis de un corpus de datos constituido a partir de entrevistas semiestructuradas individuales y colectivas llevadas a cabo, principalmente, con directores de escuelas y padres de alumnos, presidentes de los comités de gestión de las escuelas primarias. Estas entrevistas semiestructuradas fueron completadas por sesiones de observación in situ y por el análisis de documentación oficial de Togo relacionada con el tema de la investigación. Los resultados propuestos, una mezcla de « saber indígena » y de textos oficiales, permiten comprender en profundidad el rol desempeñado por las distintas partes implicadas en la gobernanza de las escuelas primarias en Togo. Los comités de gestión, órganos de orientación, planificación y de toma de decisiones en materia de gestión administrativa, pedagógica y financiera, están compuestos, según la normativa, por representantes del equipo docente, de los padres de alumnos y de la comunidad local. Mientras que los textos oficiales definen y clarifican con suficiencia los papeles y responsabilidades de los distintos miembros de las instancias de gobernanza escolar, los resultados de la investigación ponen sin embargo de manifiesto algunas dificultades que afectan a su funcionamiento. La escasa participación de las madres y padres del alumnado en las elecciones de sus representantes, así como la gestión opaca de los recursos financieros constituyen algunos de estos problemas. En cuanto a los directores de escuelas, figura emblemática en la gobernanza escolar, son nombrados por decreto ministerial. Tal y como ocurre con los comités de gestión de las escuelas primarias, los resultados subrayan la definición de las atribuciones de los directores y revelan dificultades relativas a su contratación, formación y a sus condiciones de trabajo.
This research is about the governance in state elementary schools in Togo, based on empirical data gathered in fieldwork across the country. It describes and analyses the operation of management committees as an organ of orientation, decision-making and management organs of these centres. It also discusses the headmaster’s role, emphasizing their responsibilities, the recruitment procedures, the exercise of its powers and matters relating to their training. The methodology used in this study is qualitative. The results of this research come from data collected from individual and collective semi-structured interviews that were completed with observations and documentary analysis. Interviews were conducted primarily to the presidents and secretaries of the management committees, parents, headmasters as well as school inspectors. The results suggested, a mixture of «traditional knowledge» and official texts, show in detail the role played by the different parties involved in the governance of elementary schools in Togo. The management committees are organs of orientation, planning and decision on administrative, financial and pedagogical topics in schools are composed of representatives of the teaching staff, parents, and local community. If the official texts adequately define and clarify the roles and responsibilities of different members of school government, the research results highlight some difficulties that affect their operation. The low participation of mothers and fathers of students in the election of their representatives, and the opaque management of financial resources, are some of these obstacles. The headmasters, emblematic figure of the school governance, are appointed by ministerial decree. As well as with the management committees of primary schools, the results show the definition of the headmasters’ attributions and reveal difficulties relating to their recruitment, training and working conditions.
Cette thèse de doctorat traite essentiellement de la gouvernance des écoles primaires publiques au Togo. S’appuyant sur de données empiriques collectées lors d’un travail de terrain réalisé dans ce pays, elle s’est attachée à analyser le fonctionnement des comités de gestion des écoles primaires, instances de gouvernance multi parties prenantes mises en place au sein de ces établissements scolaires publics du premier degré. Conjointement et de manière complémentaire, la recherche aborde la question des directeurs d’écoles dans la gouvernance scolaire, en mettant l’accent sur leurs différentes responsabilités, les politiques de leur recrutement, les conditions d’exercice de leur fonction et des questions relatives à leur formation. La méthodologie utilisée pour la réalisation de cette étude est de type qualitatif. Les résultats de la recherche sont le fruit d’analyse d’un corpus de données constitué d’entrevues semistructurées individuelles et collectives conduites principalement auprès de directeurs d’école et de parents d’élèves présidents de comités de gestion des écoles primaires. Ces entretiens semi-directifs ont été complétés par des séances d’observation in situ et par l’analyse de documents officiels du Togo en lien avec la thématique de la recherche. Les résultats proposés, un mélange de « savoir indigène » et de textes officiels, permettent de comprendre en profondeur le rôle joué par les différentes parties prenantes dans la gouvernance des écoles primaires au Togo. Les comités de gestion des écoles primaires, organes d’orientation, de planification et de prise de décision en matière de gestion administrative, pédagogique et financière, sont composés de représentants du corps enseignant, ceux des parents d’élèves et ceux de la communauté locale. Si les textes officiels définissent et clarifient avec suffisance les rôles et responsabilités des différents membres des instances de gouvernance scolaire, les résultats de la recherche mettent cependant en exergue, certaines difficultés qui affectent leur fonctionnement. La faible participation des parents aux élections de leurs représentants ainsi que la gestion opaque des ressources financières constituent quelques unes de ces difficultés. Quant aux directeurs d’école, figure emblématique dans la gouvernance scolaire, ils sont nommés par arrêté ministériel. A l’instar des comités de gestion des écoles primaires, les résultats révèlent la définition des attributions des directeurs d’école et dévoilent des difficultés relatives à leur recrutement, à leur formation et à leurs conditions de travail.
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Teixeira, Glenda Mara Arthuso. "As "artes do fazer" no cotidiano de um novo diretor de uma escola pública de Ensino Básico." Universidade Federal do Espírito Santo, 2013. http://repositorio.ufes.br/handle/10/5625.
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Previous issue date: 2013-06-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The following thesis aims to create an understanding of parts of the arts of doing management of the daily routines at a public primary level municipal school, during the early stages of an elected headmaster who had had little or no experience in school management. The thesis is based on research done Raízes a public primary level school belonging to the public school network within the municipality of Vitória in the state of Espirito Santo, Brazil. This municipality was chosen for having received elected headmasters at the beginning of 2012. The school, Raízes , was chosen for being considered by the municipality as one of the schools where the management was considered the most involved and best developed and for having received a headmaster which until then had not been elected as a school headmaster. With the objective of studying the complexity of the daily routine of new management, a qualitative descriptive methodology was adopted including an ethnographic survey which was used to create new data through direct observation of the first six months or first semester of the new school management. So as to enrich the data provided by the survey further interviews were conducted taking into consideration an in-depth view of daily school routines and issues. Through this process it was clear that the new school manager underwent changes after the initial six months. There are no theories that have constructed the daily routine of a school manager, for even when the routine is properly planned there are certain unpredictable occurrences that appear all the time and may lead to frustration. The following thesis is important in that it presents the complexity involved in the change from being a teacher to being a headmaster. In light of the headmaster studied, Ana, it is clear that the complexities involved in this new management role along with all the specifics involved in school management as a whole in the public school system in Brazil require a (re)construction of continued training and development policies which serve to better prepare a professional new to the management area
Esta dissertação teve como objetivo compreender fragmentos das artes do fazer gestão no cotidiano de uma escola pública de ensino básico municipal, no período inicial de um diretor eleito, que tenha tido pouca ou nenhuma experiência em gestão escolar. O locus de pesquisa deste trabalho é uma escola pública de ensino básico, pertencente à rede municipal de Vitória/ES, com o nome fictício de Raízes. O município foi escolhido, pois, no início do ano de 2012, a rede municipal recebeu os diretores eleitos em Outubro de 2011. O critério de escolha da escola se deu por ser considerada, pelo órgão central, uma das que possui a gestão participativa mais bem desenvolvida e por ter recebido um diretor que, até então, nunca tinha sido eleito para o cargo de diretor escolar. Objetivando estudar a complexidade do cotidiano de um novo gestor, adotou-se uma metodologia qualitativa e descritiva, sendo realizada uma pesquisa etnográfica e tendo, como principal mecanismo de produção de dados, a observação direta da pesquisadora durante um período de seis meses, correspondendo ao primeiro semestre de atuação no cargo de gestão pelo diretor escolar. Além deste instrumento e buscando enriquecer as observações, foram realizadas entrevistas semiestruturadas e, em profundidade, com sujeitos do cotidiano escolar. Foi possível perceber que a visão da nova diretora escolar, sobre gestão, mudou após passar seis meses no cargo. O desgaste que o cargo causa na pessoa do diretor foi, também, evidenciado pelas práticas cotidianas, o que levou a diretora a pensar várias vezes em desistir do cargo. Não existem teorias que constroem o cotidiano de um gestor, pois, mesmo quando planeja seu trabalho, ele já espera eventos imprevistos, que surgem a todo o momento e podem levar a uma frustração. Este trabalho foi importante, pois, apresenta a complexidade que envolve a mudança do ser professor e do ser gestor. Diante do caso de Ana, é evidente a necessidade de se pensar a complexidade do exercício da função gerencial em uma unidade de ensino público, tendo em vista as especificidades que marcam a gestão escolar no Brasil e, a partir daí, re/construir políticas de formação continuada que possam melhor preparar um profissional para assumir o cargo de diretor escolar
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Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.
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Cette thèse porte sur la fonction de chef d’établissement. Le travail s’inscrit dans le cadre d’une approche clinique d’orientation psychanalytique et s’appuie sur la mise en œuvre de six entretiens cliniques auprès de chefs d’établissement ayant expérimenté des dispositifs d’analyse de pratiques professionnelles. Dans la première partie, l’expérience de la chercheuse elle-même comme chef d’établissement est relatée dans la perspective d’affiner le questionnement à la base de l’étude. Puis, la méthodologie de l’entretien clinique utilisée pour ce travail ainsi que l’approche théorique choisie sont présentées. L’analyse des textes officiels ainsi que celle de plusieurs recherches et témoignages concernant cette fonction de chef d’établissement, sous l’angle de son évolution récente, en fait ressortir les spécificités actuelles. La deuxième partie est consacrée à l’analyse des six entretiens et à leur mise en perspective. Ces analyses montrent qu’occuper un tel poste influe profondément sur l’identité professionnelle du titulaire, ce dernier se trouvant très mobilisé par l’attention à apporter aux relations humaines dans cette fonction de direction. La question de la formation à mettre en œuvre pour préparer les chefs d’établissement à cette nouvelle situation professionnelle se trouve posée. Enfin, les témoignages des praticiens sur les dispositifs d’analyse de pratiques auxquels ils ont participé permettent d’envisager que ce type de formation puisse leur procurer un accompagnement utile pour négocier au mieux les aspects relationnels de cette profession. Ce dispositif d’analyses de pratiques pourrait ainsi occuper une place plus large au sein de leur formationThe following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
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Nemavhola, Rendani Florence. "Perceptions and attitudes of headmasters about the implementation of environmental education programmes in primary schools." Thesis, 2009. http://hdl.handle.net/10210/2404.
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M.Ed.This study is centered on the attitudes of the school managers towards the implementation of environmental education (EE) in primary schools. A qualitative method which involves the use of in-depth individual interviews and focus group interviews were used in this study. The study revealed that the managers have a positive attitude towards the implementation of EE in primary schools. They emphasised that EE will teach learners to look after the environment, learners will grow with the knowledge of protecting and caring the environment. Although the participants have positive attitudes towards the implementation of EE, they felt that it would not be possible to implement it as a subject on its own because of shortage of teaching and learning support materials and lack of well trained subject specialist. All these indicate that participants have an interest in implementing EE in primary schools.
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Mayaki, Hauwa Muhammad. "Ethical leadership and teaching at two schools in Bauchi State, Nigeria: Voices of headmasters and teachers." Thesis, 2018. https://hdl.handle.net/10539/26602.
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Dissertation submitted in partial fulfilment for the award of degree of Master of Education in the Faculty of Humanities in the School of Education, Division of Educational Leadership and Policy StudiesMultiple reports have surfaced in the electronic and print media on numerous unethical conduct in education and the Nigerian education system has not been spared either. Conclusively, learners, teachers, headmasters, union activists and the Department of Education officials have all remained allies in the perpetuation of unethical conducts at Nigerian schools. The rise in this menace has prompted many researches to conduct research on ethical leadership to ascertain the root causes of unethical behaviour at schools and/or in the Departments of Education. This study explored the conceptions and perceptions of teachers and headmasters on ethical leadership in Nigerian schools especially, primary schools. It was the intention of this research to clearly demonstrate the role of ethics in education as put forward by teachers and headmasters; whether or not, it is sufficient a tool to curb the unethical conducts persisting in the educational system. Hence, views from both teachers and headmasters were sought about the causes of unethical conduct in schools and what possible ways to follow to reduce its recurrence. In this research, an interpretive paradigm and a qualitative methodology were utilised. Convenience and purposive sampling was utilised to select the two participating primary schools and research participants for the study. Data generated was analysed thematically. The conclusions of this study seem to suggest that: participants have a good grasp and assimilation of ethics and ethical leadership in their schools; the persisting unethical conduct by teachers and headmasters in schools emanates from both within and outside the school organisation. Hence, from the assertions of all research participants, they unanimously agreed that ethical leadership has the potential to reducing the unethical behaviour in schools. In this vein, this study adopts various recommendations to reduce unethical conducts in the schools.
E.R. 2019
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Vodrážková, Eva. "Hodnocení ředitelů škol zřizovateli." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349418.
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My diploma thesis is focused on the evaluation of headmasters by their school founders. It deals mainly with identifying the ways of evaluation, defining evaluation criteria and the overall approach to the assessment of the quality of headmasters' work. The aim is to create for a school founder an overview of the most commonly used forms of evaluation of headmasters. My work seeks to identify and compare different approaches to evaluation of headmasters by different school founders in the Prague region. My goal is to map and compare which criteria are considered to be crucial in evaluation of headmasters. Firstly, I would like to determine whether school founders have determined criteria for assessment of headmasters; secondly whether these criteria are familiar to headmasters, or whether they are possibly published. Next, I would like to present the schedule in which evaluation of headmasters is carried out and which forms of assessment are considered as motivational. The theoretical part of the work is focused on defining and describing basic concepts which are directly related to the issue regarding evaluation of headmasters. This part of the work is dedicated to theoretical pieces of knowledge concerning methods and possibilities of evaluation, its types, forms and tools. Furthermore, it...
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Wang, Shu Mei, and 王淑美. "Problems encounter by school of Taiwan in adjusting to mainstream Chinese culture. ─ some Hualien county aboriginal headmasters'''' experiences." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/69538197931186859905.
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碩士國立花蓮師範學院
國民教育研究所
83
This thesis consist of two major parts, the first part reviews some earlier research on aboriginal edu-cation issues, the second parts analyzes life-history of five aboriginal school headmasters in Hualien about school-adjustment experiences in mainstream culture. Besides, aboriginal school headmasters'''' ideal of abo- riginal education and lead style in aboriginal schools is present in this thesis. The conclusions of this thesis are: ① Culture background differences between family and school, discriminative learning environments in aboriginal elementary school made five aboriginal headmasters school-adjustment more hard in secondary school. ② Poverty, language barrier, student and teacher culture background difference, insufficient learning materials, poor information system, and frigid learning manner of aboriginal schoolmates made aboriginal headmasters school-adjustment hard experiences. ③ Solutions for school-adjustment problem of abo-riginal headmasters: 1. get economic support from public or private group. 2. take word by word learning style to solve lan- guage barrier. 3. get extra instruction from teacher after school by personal friendship. 4. take more time to study to make up insufficient learning competence. 5. get information from mouth to mouth to improve poor information system. 6. keep length with some schoolmates after school and study hard by oneself. ④ School should encourage aboriginal parents involv-ment, mainstream curriculum learning is still the priority, teacher''''s enthusiasm for aboriginal education is more decisive than teacher''''s race, improve teacher''''s teaching strategies, aboriginal student should gain the knowledge and skills of the main-stream society, give aboriginal student more pro-fession training, and keep compensatory project of aboriginal education policy is the dominant ideal and lead style of aboriginal principals in aboriginal school. The recommendations of this thesis are: ① Education policy of Taiwan should have multicul-ture consideration about curriculum, teachers,learning environment to bring aboriginal students equal footing of school-adjustment with non-aboriginal students. ② Improve educational function of aboriginal family by any available resources including school, church,public service centers. ③ The instruction methods of aboriginal home class and traditional language class now should be re-evaluatedto more effective.
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HUANG, KUAN-LIN, and 黃冠霖. "A Study on the Leadership Style of Public High School Headmasters and Teachers' Willingness to Take Administrative Positions." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fsa78t.
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碩士崑山科技大學
資訊管理研究所
107
This study aims to investigate the relationship between the leadership style of the principals in public high schools and the willingness of executive teachers. In practice, the teacher's willingness to be an administrative position is affected by the principal's leadership style, the teacher's personal career planning and the teacher's betting on the school. Therefore, this study analyzes the relationship between the two crucial factors, i.e., the principal's leadership style and the teacher's willingness to serve as administrative staff. First, a framework for investigation is constructed via the document archiving and analysis. Secondly, evaluate the reliability and validity of the questionnaire design based on the results of the literature review. The presented study uses the qualitative analysis by adopting the questionnaires with statistical surveys from the national high school teachers. More concisely, the survey was sampled from four districts in Taiwan（i.e., south, central, east, and north district）, and 405 valid samples were obtained. The questionnaires are mainly designed to examine three aspects; the principal's leadership style, personal career planning, and job satisfaction to explore the crucial factors that influence the willingness of teachers to serve as an administrative staff. The data analysis uses statistic descriptive analysis approaches including t-test, one-way ANOVA, Scheffe’s posterior comparisons, Chi-square test, to validate the influence of the three factors on the teacher's willingness to serve as an administrator. After completed the data analysis, the following conclusions are obtained: (i) The leadership style of school principal in public high schools varies depending on the teacher's service period and the current position of the teacher. Morevover, there is no difference between the teacher's gender and the teacher's highest education degree. (ii) The leadership style of school principal in public high schools is diverse due to various background factors including his/her gender, the highest education, teaching service years, current teaching vacancy, the age of principal, and work experience of principal. (iii) The leadership style of school principal in public high schools varies from the size of a school and the environmental factors （i.e., school in the different district and the class size of school）. (iv) There is no difference in the administrative teacher regarding the following two individual factors for the principal: the age of the principal and the work experience of principal. Summing up, the principal is supposed to develop good leadership qualities, for example, establish the culture by giving a warm caring and respect the school teachers. Obviously, clearly setting up the duties of each unit, achieving the responsibility of division of duty and cooperation, and strengthening the incentives for concurrent administrative work can enhance teachers' willingness to serve as administrative staff. The aforemented conclusions will be recommended as the strategies to improve the willingness of teachers to serve as administrative position.
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Tshabalala, S. N. "An investigation of school-related problems perceived by headmasters in the Bergville Circuit, KwaZulu, to influence their work performance." Thesis, 1987. http://hdl.handle.net/10413/3195.
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Wang, Tung Jung, and 王東榮. "A Study of The System of The Acquisition of the Headmasters in Public Elementary School: The Survey of Yunlin County’s Present Condition." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/82687845083833988997.
Full textAbstract:
碩士臺中師範學院
國民教育研究所
89
This is a thesis that aimed to understand the ways how the educational agency appoints, or choose the candidates for the head of so many public elementary schools. Since the public schools are established and supported financially by the local government, the power of nominee and transition is held by the county government, or by the institution the government has set up. As the amendment for a “ free and enforceable “ statute on public education is certified by our Congress, then, what’s new about the new regulations that would have an impact on the existed system? The writer is trying to figure out what the experts in education, the school teachers, and the local educational authority think about the rule of games. The ongoing system is a product of a mixture of theory and practice, alien but traditional way. And if this does mean anything for them, what might be done for some improvement or just change? What are the merit and point to select all the schoolmasters in traditional or foreign methods. I make some comparison, do some description, hay up some document, sew them up and do a little calculation, to finish this essay. I sincerely hope that this paper would be meaningful for my fellow classmates and friends who are interested in this field of topic. I have come to the conclusion here I make it briefly assembled: 1. The principals, before they are, should have at least earned a bachelor’s or master’s degree in education. 2. All principals must acquire the certificate, or license of being a teacher at least for 5 years. The experience of being the dean of any office at school must extend to 4 or more years. Combined with their experience in the career of teaching, they can apply for the tests and the following procedure. 3. Those qualified candidates, after their excellent performance in the open and just tests, will be collectively trained at the Education Department’s “ Institute of Research for The Elementary School Teachers. “ 4. The succession of a series of training for the ordain of the new principals is inclined to two steps: The first is the training courses of school leadership and the second is the educational administration. 5. The mode at Yunlin County at present managed for electing new principals is: to choose among those qualified employees who are/were the principals or, the teachers/deans with a certificate to be nominated as new principals, namely, the persons who have passed the tests recently. 6. The courses arranged for the new candidates should involve or contain three main components but not just these three parts: practice, theory, intern practitioner. 7. Knowledge and talent of educational administration is essential. 8. The term of being an intern remains to be 4 weeks. 9. The suitable time for professional growth on academic during inservice as a principal is in summer vacation. 10. The professional certificate or license is crucial. 11. The related undertakings such as the loosen of the existed, old-fashioned restriction or restraints should be thrown away. The creative, encouraging articles have to be adopted or revised. 12.The leadership required as being a principal is divided into: administrative, professional, and academic leadership.
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Jícha, Zbyněk. "Další vzdělávání ředitele školy v mezinárodním kontextu - komparace České republiky, Bavorska, Severního Porýní-Vestfálska a Skotska." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335119.
Full textAbstract:
The aim of this work is to answer the following question: ‚Is it possible to compare qualification training and forms of further training of headmasters in different countries?' The author of this thesis deals with headmaster training in the Czech Republic and the Federal Republic of Germany (Bavaria and North Rhine-Westphalia). He obtained information about education systems and education opportunities in these countries through selected research methods which were a questionnaire and interviews with school headmasters. The need for proper managerial qualification of headmasters necessary for them to meet requirements for discharge of the function is proved by the fact that today headmasters have to cope with demands made on their competency readiness which they can receive through good specialized training. The information obtained can be used as a pattern or methodical recommendations because in every country the managerial education follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, professional career, further training of headmasters, headmaster competence, competence profile, qualifying model
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Gabrielová, Šárka. "Kariérní růst a další vzdělávání ředitelů mateřských škol." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305575.
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Among the circumstances that have an impact on the lifelong growth, career development and professional prestige of headmasters is their continuous education and specialized studies. This thesis deals with regulations concerning headmaster performance and further education details, and analyses key statistics as well as provides information on the bulk of previous research related to the subject. The theoretical part also treats the development of a headmasters' professional career and motivation for self-study, and touches upon the new upcoming career system. The empirical section includes a data-based research which assesses the experiences of headmasters at the beginning of their headmaster careers. It also includes their views on personal motivation, time in office and career system, and also types and forms of preferred study and education programs. The analyses outline relations between the length of experience, a degree of education and a motivation for further studies. The attention is also paid to the acquired experience and willingness of headmasters to become actively involved in the future mentoring especially of their junior colleagues. The conclusions bring some information and recommendations in connection with periodical evaluations of headmasters in terms of their time in office.
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Liu, Hui-Li, and 柳惠理. "A Study of Prediction of Efficiency in Teaching on Tainan County Elementary School Teachers Based on Consciousness of Headmasters’ Leadership on Teaching And Other Variables of Regulation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29998915858418343909.
Full textAbstract:
碩士致遠管理學院
教育研究所
95
The object of this research is to find out prediction of efficiency in teaching of Tainan County elementary school teachers based on their consciousness of headmasters’ leadership on teaching, and to investigate whether elementary school teachers’ work satisfaction has moderated functions on prediction efficiency in teaching. I first studied the situation of Tainan County headmasters’ leadership on teaching and teachers’ efficiency in teaching and their work satisfaction. Then I analyzed the regulating function of various backgrounds as variables on teachers’ efficiencyn in teaching based on their consciousness of headmasters’ leadership on teaching, and the regulating function of work satisfaction to their efficiency in teaching. This study used questionnaires to randomly survey 225 elementary school teachers in Tainan County with “A Study of Elementary School Teachers’ Consciousness of Headmasters’ Leadership on Teaching in Prediction of Efficiency in Teaching and Other Moderated Variables “ to collection data. The following conclusions have been achieved: 1. Elementary school teachers of different posts do not show significant difference of consciousness of their headmasters’ leadership on teaching; there are significant differences between elementary school teachers of different scales of schools on consciousness of their headmasters’ leadership on teaching. 2. Elementary school teachers of different posts or different scales do not show difference on efficiency in teaching. 3. Elementary school teachers of different posts do not show significant difference on work satisfaction; there are significant differences between elementary school teachers of different scales of schools on work satisfaction. 4.Teacher’ consciousness of headmasters’ leadership on teaching has significant predicting function on their efficiency in teaching. 5. The degrees of teachers’ work satisfaction has significant interrelationship with their consciousness of headmaster's leadership on teaching and their efficiency in teaching. Keyword: teacher's consciousness of headmaster's leadership on teaching teacher's efficiency in teaching teacher's work satisfaction moderated function
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Silva, Mafalda Sofia Alves Fernandes da. "O papel do Director : entre as funções de Delegado do Estado e de Representante da Comunidade Escolar : as decisões dos Directores de duas Escolas do Ensino Básico dos 2º e 3º Ciclos." Master's thesis, 2010. http://hdl.handle.net/1822/13710.
Full textAbstract:
Dissertação de mestrado em Ciências da Educação (área de especialização em Administração Educacional)O Decreto-Lei nº 75/2008, de 22 de Abril, no seu preâmbulo, assume-se como o normativo que veio reforçar a autonomia e a participação da comunidade na Direcção da Escola. Com a introdução da figura do Director, pretende-se reforçar a liderança, esperando-se que daí resulte uma maior eficácia da execução das medidas de política educativa e do serviço público da educação. Com este trabalho pretende-se analisar as consequências da implementação do referido normativo na organização de duas escolas do ensino básico de Braga. Um dos objectivos do trabalho é verificar se, no momento de transição de um modelo colegial para um modelo unipessoal de gestão – o Director, as duas escolas em estudo estão efectivamente mais autónomas ou se não se passou do âmbito da autonomia decretada. Paralelamente, investigar-se-á a acção dos Directores das respectivas escolas para se perceber se são vistos pelos professores como Representantes do Estado que privilegiam as leis, as normas e os regulamentos ou como representantes da Comunidade Escolar que se preocupam com as questões da democracia e da participação nas decisões.
The Portuguese legislative decree No 75/2008 from April 22 is assumed as the implementing normative issued to strengthen autonomy and community participation in school management, as it can be read in its preamble. Through the introduction of the headmaster’s role, leadership is expected to be reinforced and further more it is hoped that it will result in a more effective implementation of the educational policy measures and a better public education. This work aims at analyzing the consequences of the implementation of the referred normative in the organization of two elementary schools in the city of Braga. The first goal concerns the verification of whether, by the time of the transition from a collegial model to a single person management model, the two schools in the study are actually more autonomous, or otherwise they didn’t pass the scope of a legally stated autonomy. Simultaneously, the headmasters’ actions in both schools will be assessed in order to understand whether they are seen by the school teachers as representatives of the State that favor laws, rules and regulations or as representatives of the school community who are concerned with issues of democracy and participation in decisions.
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Ανάγνου, Ευάγγελος. "Εκπαιδευτική πολιτική στην εκπαίδευση ενηλίκων : η αναπαραγωγή και ο μετασχηματισμός των βασικών αρχών και χαρακτηριστικών των σχολείων δεύτερης ευκαιρίας μέσα από τις πρακτικές των διευθυντών τους : εμπειρική έρευνα." Thesis, 2011. http://hdl.handle.net/10889/5140.
Full textAbstract:
Η ερευνητική υπόθεση αυτής της διατριβής ήταν ότι οι διευθυντές των
Σχολείων Δεύτερης Ευκαιρίας (ΣΔΕ), αντλώντας από πόρους και κανόνες των ΣΔΕ,
με τις πρακτικές τους αναπαράγουν τις βασικές αρχές και χαρακτηριστικά των ΣΔΕ
(σύμφωνα με την Υπουργική Απόφαση 2373/2003). Ως ερευνητική μέθοδος
χρησιμοποιήθηκε η εστιασμένη συνέντευξη σε επιλεγμένο δείγμα 31 διευθυντών, ενώ
παράλληλα λήφθηκαν συνεντεύξεις και από 7 στελέχη του φορέα υλοποίησης του
Προγράμματος των ΣΔΕ. Η ερευνητική τεχνική ήταν η ανάλυση περιεχομένου των
δεδομένων, τα οποία ερμηνεύτηκαν με τη θεωρία της δομοποίησης. Στα
συμπεράσματα, σε μεγάλο βαθμό επιβεβαιώνεται η ερευνητική υπόθεση. Επιπλέον,
αναδεικνύονται και άλλα σημαντικά ζητήματα εκπαιδευτικής πολιτικής: παράγοντες
που επιτρέπουν αυτήν την αναπαραγωγή, κίνδυνοι και απειλές, ευκαιρίες, καθώς και
παράγοντες βιωσιμότητας των ΣΔΕ.The research hypothesis of this thesis was that the headmasters of Second Chance Schools (SCS), drawing upon resources and rules of SCS, reproduce, through their practices, the main principles and characteristics of SCS (according to Ministerial Resolution 2373/2003). The research method of focused interview was employed in a selected sample of 31 headmasters, and additionally 7 members of the SCS Implementation Institution executive stuff were interviewed. The research technique was content analysis of the research data, which were interpreted by the structuration theory. The conclusions confirm, to a great extent, the research hypothesis and, additionally, bring out other significant educational policy issues: factors that enable this reproduction, dangers and threats, opportunities, as well as factors for SCS’ sustainability.
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Pešulová, Ludmila. "Možnosti uplatnění konceptu age managementu v různých typech škol v Praze." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356047.
Full textAbstract:
This thesis is following up a concept of diversity management, in great detail we are talking here about age management, which is human resources management with respect to age and ability of the employee. The theoretical part deals with management of diversity in work teams, defines age management as the possibility of adapting the organization to the needs of aging employees. Highlights the demographic development of the society, bringing us near to age spread of the teachers in schools in the Czech Republic. The empirical part describes in detail the age management tools as suitable instrument for adapting the working conditions for the employees of age 50+. It contains three sub-surveys in three kindergartens, three Primary Schools and three Elementary Art Schools in Prague. Based on semi-structured interviews with the directors and also on answering questionnaires about the age management and the utilization of its tools in between the group of pedagogues of age 50+ and the group of operational staff of age 50+ at the surveyed schools compares the possibility of introducing the instruments of the age management to schools with needs of employees of age 50+. The aim of this work is to describe and compare the current state of use of the age management elements in kindergartens, Primary Schools...
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Kaplanová, Petra. "Postoje aktérů ve vztahu k předškolnímu vzdělávání na lokální úrovni." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350552.
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Diploma thesis: Beliefs of actors in relation to preschool education at local level Author: Bc. Petra Kaplanová Abstract The aim of this thesis is to explore and compare beliefs of actors in relation with preschool education at local level and determine how they influence policy of preschool education. Used methodology is a combination of qualitative and quantitative methods. The most significant used theory is a system of beliefs from Paul A. Sabatiera which is a part of theory of avocational coalitions. Four different beliefs were revealed. The first belief called "pro alternatives" did not show deep core beliefs of actors. However, it was obvious that these actors sympathize with alternative education principles. Second belief "traditional collective" is based on conviction that children should have the same conditions for the beginning of their lives. The state education is the best what is for children offered. In the third belief "not interested" are actors convicted not to participate in any level of politics. They believe it can cause either trouble or it will not have any effects. The last belief "traditional individualistic" is characterized with a belief that state form of education is the best what can be provided to children. On contrary with belief "traditional collective" these actors are...
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Mastík, Rudolf. "Změny v řízení vzdělávání v ČR na přelomu tisíciletí očima ředitelů tehdejších škol." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344999.
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Thesis on topic " The changes in management education in the Czech Republic at the turn of the entury through the eyes of the school directors at that time" captures the abolition of central control of education in the Czech Republic from 1999 to 2004 and describes the transition to the new decentralized management system. This is a qualitative analysis, propped on interviews with experienced directors of elementary and secondary schools. In observed period, these executives both personally and professionally experienced the effects of legislative changes in education. During the research, narrative interviews were used, analysis was based on grounded theory. Causal conditions, the phenomenon of interference sectoral management, intervening conditions (risk of anomie, the politicization of education, expertise versus bureaucracy in education management, education and support of school principals) and their effects on the central category were researched. During the research, the central category became school autonomy, and it's range, including the dynamics of change in the observed period, were researched. Thesis contains a description of the researched variables and evaluation of their relations with emphasis on relations to the dominant category. The result is a hypothesis (theory) anchored in...
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chang-li, Chang, and 張張儷. "A study on the Headmaster''s Executive Decision on Curricula of Elementary School Experimenting "Nine-Year Coherence Curriculum"." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/14192044714228597627.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
89
This study aims to explore and understand the pattern and experience in the school-based curriculum development promoted by elementary school headmasters. Literature review and interviews were used to analyze the innovative administration experience of six experimenting primary school headmasters. Additionally, the study intends to clarify administrative decision-making regarding the guideline, scope, process and difficulties. Here are the conclusions of this study: 1. Headmasters will need to clarify the requirements for innovation of curricular reform before establishing guidelines for decisions made. During decision-making, the principles of “Policy Regulation” and “Essential Rights and Procedure Justice” can be used as a reference. Only when most teachers are willing to cooperate in school, can the “Headmaster’s Philosophy” or “Academic Theory” be regarded as principles. Eleven guidelines regarding headmaster’s executive decision on curricula have thus been listed in the conclusions. 2. The scope of headmaster’s executive decision on curricula covers the planning and supervision of the curriculum development mechanism at school; announcing the policy and strengthening the organization; and participating informal and hidden curriculum development. 3. In the process of headmaster’s executive decision on curricula, headmasters should evaluate the condition and requirement prior to decision making, and execute such decision smoothly by the following ideas to “create trends, follow trends and lead the trends”. 4. To solve the conflicts between teaching and administration, it may be necessary to adopt the flat decision-making procedure, duty assignment, full use of media of both departments, and the innovation of cooperative mechanism. 5. Together with the administration, headmasters may encourage teachers through activities by taking the initiative to demonstrate, announce policies and persuade teachers concisely, construct a supportive environment, and encourage research projects. 6. Regarding those teachers who are too individualistic or set in their ways, it may be appropriate to take into consideration of the needs of development for schools and teachers, in order to clarify the situation and handle progressive targets, so as to help teachers manage an open space for their minds and hearts. Suggestions of this study: 1 Suggestions to the headmasters (1) To establish visions for one’s educational development of the school and to review one’s quality of executive decisions on curricula. (2) To establish the internal communication mechanism in order to understand and integrate teachers’ visions in education. (3) To participate in curriculum seminars information and curriculum execution actively. (4) To hold internal professional curriculum seminars and workshop frequently. 2 Suggestions to the education authorities (1) To intensify the study and result in the “School Curriculum Execution”. (2) To emphasize the curriculum development and reports on difficulties of local schools. (3) To demonstrate the supportive power of local education authorities. (4) To assist schools to perfect their internal curriculum executive infrastructure. 3 Suggestions to sustainable research (1) To continue the study on the expertise in the headmaster’s curriculum leadership. (2) To clarify the independence and limitation in school curriculum. (3) To increase related study on the “curriculum development organization and system” under the school’s framework.
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Herák, Robert. "Prevence šikany na základních školách." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-333191.
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In my diploma thesis I analysed the success of the implementation of the policy on the prevention and solution of bullying at primary schools in the Czech Republic. I was based on the theory of implementation and street level bureaucracy. The hypothesis for the success of the implementation of this policy is the acceptance of schools, teachers, and the Director of the schools. To analyze the success of the implementation of the policy on the prevention and solution of bullying, I took advantage of the available professional literature, I've analyzed the current documents, which shall submit to the Ministry of Education (for example Methodological guideline for the prevention and solution of bullying), I have used the knowledge from the survey, focus groups and regular meetings of Directors, which realizes the company SCIO. I graduated five structured interviews with Directors of elementary schools. In the next section, I focused on the quantitative research, survey for the Director of elementary schools. I focused on the Director of elementary schools, because they are the key actors for the implementation of educational policies and have enough information about the everyday school practice. The first section of the quantitative research deals with the education of teachers in schools the issue of...
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LIU, CHIN-MAN, and 劉琴滿. "A Study of Relationship Between Leadership Ability of the Headmaster and Teacher’s Job Involvement in Chiayi City Public National Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7bz44g.
Full textAbstract:
碩士亞洲大學
經營管理學系碩士在職專班
107
Faced with the problem of declining birthrate, many schools are facing the dilemma of insufficient enrollment. In addition to maintaining the visibility and environment of the school, the degree of teachers' job involvement will further affect the quality and learning effect of the students, so lead the teachers forward. The leader of the school is a key player. The principal's management style will bring management ideas and ethos to the schools. The principal leadership of the principals can make the teachers' job involvement more focused and become one of the school's competitiveness sources. The purpose of this study is to explore the relevance of the leaders of the National Primary School and the teachers' work commitment. According to the research of this thesis, there is no significant correlation between the principal leadership of the principal and the personal background of the teacher. This study uses regression analysis to prove that the principal's leadership style is a sincere leadership (fair treatment, internalized morality, transparency, self-awareness) helps to increase the level of teacher’s job involvement. Among them, the fair treatment method has the highest influence, which means that if the principal can listen to the feedback of the teachers and communicate with the teachers in a timely manner, teachers can increase the trust between the teachers by understanding the situation of the students. Work investment will also increase.
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Kreisingerová, Milena. "Kompetence zástupce ředitele základní školy." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337243.
Full textAbstract:
A thesis deals with still not very clear conception of the deputy headmaster of the primary school. It determines which competences are delegated to these workers , and whether the scope of their activities affects the size of the school and any number of deputy headmasters . The selected sample of primary schools in the Czech Republic were studied and then the current practice was described in the key areas of the school management. The present thesis has been completed using available literature a freely accessible Internet resources relating to the topic . Based on generally accepted legal norms and specific laws governing the area of education. A quantitative research was conducted in the form of both a sample survey and a questionnaire in the online environment. It was aimed at current concept of the deputy headmasters in primary schooling in the key areas of school management and identifying specific actions contained in the job description. Addressed respondents were the deputy headmasters of the school head . Their views on the possible definition of a legal base of this job and the number of students and graduates of the shool management were also examined. In the thesis there were analyzed and described the results of the survey. A general model consisting of partial competences...
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Kreisingerová, Milena. "Kompetence zástupce ředitele základní školy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338608.
Full textAbstract:
A thesis deals with still not very clear conception of the deputy headmaster of the primary school. It determines which competences are delegated to these workers , and whether the scope of their activities affects the size of the school and any number of deputy headmasters . The selected sample of primary schools in the Czech Republic were studied and then the current practice was described in the key areas of the school management. The present thesis has been completed using available literature a freely accessible Internet resources relating to the topic . Based on generally accepted legal norms and specific laws governing the area of education. A quantitative research was conducted in the form of a questionnaire in the online environment . It was aimed at determining the scope of competences of the deputy headmasters in the key areas of school management and identifying specific actions contained in the job description . Addressed respondents were the deputy headmasters of the school head . Their views on the possible definition of a legal base of this job and the number of students and graduates of the shool management were also examined. In the thesis there were analyzed and described the results of the survey . A general model consisting of partial competences delegated to the deputy...
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Liao, Luofen, and 廖螺汾. "Headmaster school affairs administration leader and course teaching leader action research— From a country my daughter school long congregation report analyze inquire into." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92074999883988805427.
Full textAbstract:
碩士致遠管理學院
教育研究所
95
Abstract The major aim of this research is to explore female principals’ leading guidance of school administration and course teaching. In order to have a deeper understanding of the relationship between the two issues, we hope to overturn the idea that it’s not only a waste of time but also meaningless to have a daily routine through morning meetings, the committee of the development of courses, assize, school administration, etc. To know better the leading direction, method, and the focused leading level of the female principals, we analyze not only the uncreative content of the meeting reports, which make the teachers and the executives feel uninterested in, but also the differences of the leading ways between female and male principals. Thus, we can prove the feasibility and the importance of the influence the meeting report has on school routine and cultural changes. The research is based on case study in which we can see what affairs a female principal has to face in school and how she designs the courses for school. The case includes the records of every morning meetings, the committee of the development of courses, assizes, school administrations, and so on; therefore, we can by the process make observations, organizations, and conclusions. Further more, we can have an interview with both male and female principals so as to make a comparison between how they lead their schools. At last, we can give the results of the interview to the principals as their school-leading reference. To combine all the researches, we can get the following conclusions: 1. The male principal’s leading direction and thoughtfulness are showing the balanced guidance among educational administration, proctorial administration, general administration, counseling administration, personnel administration, accountant cashier, and other affairs. Moreover, the male principal especially pays attention to the section of personnel, and pay great effort to community development 2. The male principal’s direction of course-teaching leadership and thoughtfulness are the following. She is good at the trial-holding courses of Grade 1-9 Curriculum, the Action Research of courses, Curriculum Integration, courses of every area, Siraya Pingpu courses, syllabus design of forever-school combination, etc. What’s more, she randomly participates in course-teaching and has taught several courses like ‘Morality and Health,” ”Dance,” ”Society,”…, etc., so the male principal actually becomes the chief teacher. 3. The female principal lays her focus mainly on the guidance of both the school administration and the course-teaching. Theoretically speaking, she should be a very well-balanced leader. Here, however, comes a problem in which the female principal should take heed of whether the questionnaires for both the principal and the teachers are objective or not; for it may give rise to the anti-wave against the administration as well as the teachers. 4. Having self-research and the daring innovation without following any modals are essential, which needs the searcher’s self-challenge of wasting-time patience and self-analysis from the bottom of the heart. 5. Both male and female principals have their special skills in the school administration leadership, which varies from every principal’s personalities. When it comes to the issue “how to do well in the leadership of course-teaching,” it seems that male principals are not so able to give a deep and clear illustration. On the other hand, though the three female principals have some difficulties, they would like and are very likely to try hard. Further more, the three male principals express clearly and logically when writing about course-teaching, which is more suitable to the needs of the current time. 6. The degree of Teaching Evaluation is very wide; it should not become an expert’s opinion of single modal leadership, or the short, browsing superficial modal. Hence, School-based Evaluation will be the best modal of evaluation. In addition, this kind of evaluation should be a strong and powerful function of education of self-improvement and self-development rather than a way of being estimated by others.
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Bendlová, Ivana. "Právní subjektivita mateřské školy a její vliv na řízení školy v historickém srovnání let 1993 - 2013." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322059.
Full textAbstract:
In this thesis I deal with legal personality of nursery schools. I define the concept of legal personality, describe its influence on school management, present the extent of legal personality of Czech nursery schools in a historical comparison, and briefly also in an international comparison with other European countries. The topic of the thesis directly addresses the field of legal status of schools. In the theoretical section, I describe the current situation, explain relevant terms, and the needs preceding the necessity to establish the legal personality of schools. Furthermore, I present the history and legal terms of legal personality of schools in the time frame of the 1990s when all types of schools gradually gained their legal personality. In a separate chapter, I discuss management of the school as a legal entity. In the research section of the thesis, I show the present extent of legal personality of Czech public nursery schools. The aim of the thesis is to help create a comprehensive view of how legal personality affects school management and the authority of the headmaster as an executive of an organization with legal personality.
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Kindlová, Hana. "Vliv ředitele školy na vzdělávací výsledky žáků." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335068.
Full textAbstract:
TITLE: Headmaster's influence at educational results of pupils AUTHOR: Hana Kindlová DEPARTMENT: School Management Centre SUPERVISOR: PhDr. Jan Voda, Ph.D. ABSTRACT: The topic of this thesis is to investigate the influence of the headmaster on pupils' educational results. The aim is to suggest and verify a model suitable for analyzing the influence of the headmaster on pupils' educational results. The basic research question is the following: "How can we analyze the relationship between pupils' educational results and various aspects of work of the headmaster?" The objective was achieved by the following manner. At first, they were defined by means of the educational results of pupils in the theoretical part and, based on the study of foreign resources, the fields of work of the headmasters that have an influence on pupils' educational results were listed. The influence of the headmaster on educational results of a selected research sample of pupils was examined, described and quantified in the research part by means of a survey (in the form of an interview), its analysis, synthesis and evaluation. Subsequently, the relationship between the quality of work of the headmaster and the educational results of pupils was defined and evaluated according to the results achieved in NIQES testing by pupils of the...
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Hejdová, Eva. "Celoživotní vzdělávání ředitelů škol a jejich profesní rozvoj." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305577.
Full textAbstract:
TITLE: Lifelong learning of headmasters and their professional development AUTHOR: Bc. Eva Hejdová DEPARTMENT: The centre of school management SUPERVISOR: Mgr. Jiří Trunda ABSTRACT: Thesis is aimed to issues of lifelong education of preprimary and primary schools headmasters. It is based on theoretical knowledge of the issue, from special literature and other available sources, practical part is based on gathering datas from questionnaire ant its analysis. It is focused on lifelong education concept development, strategical documents, tasks, autority and professional growth of headmasters in the Czech republic and in chosen countries of European union. It states stages and lifelong learning attributes, components and functions of lifelong learning, further education, the importance of situation in the area of lifelong education in the Czech Republic. The aim is to chart the area of school headmasters lifelong learning, the questionnaire is aimed at finding out what attitude the directors have to lifelong learning, and specification of their educational needs and preferences of the most acceptable forms of education. The result of this thesis is the visibility of educational needs of preprimary and primary schools headmasters, the demand for more focused education and most acceptable forms of education....