Dissertations / Theses on the topic 'High school principals Selection and appointment'

The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.
Department of Educational Leadership

The purpose of this study was to describe the process used to select elementary school principals in Quebec.
The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques.
Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals.
In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills.
The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners.
The interview was the most common technique used by respondents in this study.
Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)

This study was suggested by the need to examine the role of Indiana superintendents in candidate selection, the recruitment and selection procedures used in principal selection and the prioritization of criteria used to evaluate the candidacy of individuals for the principalship with respect to Indiana public elementary and secondary schools. A three-part questionnaire was sent to each of 296 superintendents in Indiana requesting a ranking of superintendent functions in selection, candidate determination procedures, and criteria prioritization. Demographic variables were included to determine if superintendents' prior experiences or sizes of districts represented affected decisions about principal selection. A total of 191 responses were analyzed in terms of descriptive statistics and statistically significant differences among demographic groupings. The following null hypothesis was analyzed in terms of five demographic categories: "There are no significant differences among superintendents' ratings of the important selection criteria or desired principal competencies or characteristics on the basis of any of the following categories." Five categories were analyzed. 1. Whether hiring for an elementary principalship or a secondary principalship. 2. Size of district from which responding superintendent reported. 3. Number of principals hired as superintendent. 4. Number of years as superintendent. 5. Number of years as principal (if any). Although statistically significant differences were found, none was determined to represent an important difference among these categories. Candidate competencies considered most important by responding superintendents were the following: "Ability to listen effectively to others," "Ability to communicate effectively with others, and "Ability to work cooperatively with a variety of other people and groups."The data supported communications and "people skills" for principal candidates, and the importance of proven administrative experiences. The data also supported an interest by responding superintendents in controlling the principal selection process.
Department of Educational Administration and Supervision

The identification of successful candidates for school leadership positions is one of the most significant challenges confronting any school system. The focus of this thesis was a large State education system in Queensland, Australia, and policy decisions that were made in relation to how principals in that system were to be selected. The central purpose of this thesis was to examine the critical factors that underpinned the Queensland Department of Education's decision to use Assessment Centres as a major tool in the selection process for principals in Queensland, Australia. As well, this thesis sought to identify those factors that contributed to a later policy decision to dispense with using Assessment Centres for selection purposes. A mixed-method case study approach was adopted which incorporated semistructured interview, participant observation, questionnaire, and document review. Semi-structured interviews were held with a small group of 'elites' including a Director-General of Education, who at the time, held the most senior position within the Queensland Department of Education. These 'elites' provided strategic insights into policy decisions that related to the use of Assessment Centres for selecting principals. A more 'grass roots' view of Assessment Centres was obtained through using questionnaire and participantobservation methods which focused on the views that practitioners held about Assessment Centres. Document review complemented these data collection methods by uncovering the historical factors underpinning the views that the QTU and many senior Departmental officers held about Assessment Centres. The findings of this study revealed that the Director-General of Education in Queensland, was convinced that Assessment Centres were strong, predictive tools that could lend consistency, validity and rigor to the selection process. By using the Queensland Assessment Centre as a selection tool, he hoped to identify leaders who would embrace the new culture of Education Queensland and as such achieve his vision of excellence in education. However, the topdown approach to policy change, and the commander style of leadership that he used to achieve this goal, did not engender stakeholder support for and commitment to the new selection policy. Instead, it generated resistance amongst stakeholders, particularly the Queensland Teachers' Union (QTU). Significantly, the Queensland Assessment Centre did not have bipartisan political support. Instead, it was dependent on the political patronage of the State Coalition Government whose Education Minister was intent on excluding the QTU from critical Departmental policy making processes. However, by marginalising the QTU, a pressure group aligned to the Labor Party, the Government ignored the QTU's capacity to exert considerable power and influence should the right political conditions prevail. Such a situation arose in 1998 when a State Labor Government took Office and the QTU gained 'insider' status in the Government's policy making process. The changed political climate proved to be less favourable for the Queensland Assessment Centre as it failed to gain the endorsement of the new Government, and within a very short time it ceased operating. Perhaps, had greater emphasis been placed on building bipartisan political support for the Queensland Asssessment Centre it might possibly have survived the change of Government. The study concluded by providing recommendations for future research to be conducted in the of area of Assessment Centres, in particular, how Assessment Centres might be used to improve recruitment and selection processes within the Queensland education context as well as in other organisations.

The study of promotion or executive succession has been of interest to educators since the beginning of schools. Who should be a school's principal? The purpose of this study was twofold. First to investigate executive succession within large, urban Canadian schools boards, and second, to use a dramatic work---a play---to represent the major findings. Theatre is used to present society and its workings, it is a method of data representation that permits human emotion, care, conflict and tension to become palpable, to provoke an audience. The two purposes of this study merged to provide insight unto the "reality" of school principals' promotions from the perspective of practitioners.
Data on promotion was collected from thirteen seasoned school administrators through extended interviews. Respondents were encouraged to relate stories of individual promotions, as they understood them. The data was transcribed and analyzed using the constant comparison approach. This method yielded multiple levels of analysis including areas of reference, spheres of infra-influcnce (highly related concepts), and rules of inclusion (subsuming large amounts of data).
It was clear that promotion was a "political act" where several stakeholders fought for their interests. Then followed transcendence---the movement from the naturalistically collected and analyzed data to the play---the movement from science to art form. The rules of inclusion inspired the foundations of the novella, the novella led to the play; characters, scenes and actions were developed. A group of actors rehearsed and prepared a staged reading. Tim play was presented to a group of educators who were asked to respond to it at two levels---the work as a provocation device for preparing educational administrators and the work as the "reality" of promotion.
Clearly, the theatrical work stimulated the audience and indicated there is a valid place in administrator preparation programs for dramatic works. As well, the notion of promotion as "seeking the best possible candidate" was challenged as stakeholders' Interests dictated both promotion procedures and candidate succession. The title, Transitional Wars, seemed to capture the essence of the work.

Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 108-116).

The purpose of this study was to provide educators with empirical information on the qualifications personnel managers expect from entry-level employees. The study also compared school officials' rankings of employment qualifications of high school graduates with qualifications found by business personnel managers when selecting entry-level workers.The data collection process involved a card sort technique utilizing two decks of cards. Surveys were mailed to Indiana public school superintendents, high school principals, public school board presidents, and business personnel managers. A total of 1924 surveys were mailed with 528 ranked surveys returned.Six null hypotheses were two-way comparisons of desired entry-level qualifications and current entry-level qualifications. Ten null hypotheses compared desired qualifications with current entry-level qualifications.There was little agreement among the respondents or respondent groups regarding the most desired or currently found entry-level qualifications. All respondent groups ranked science and technology, social and economic studies, and writing as the least found qualifications. Personnel managers ranked science and technology as the most desired entry-level qualification. School officials ranked this qualification as one of the least desired entry-level qualification.If educators are to prepare students to meet the challenges of entry-level employment, general expectations must be developed that are acceptable to a variety of employers. Only through collaborative efforts between business and school officials will entry-level qualifications be developed that have meaning to both groups. Until that collaboration occurs, educators willcontinue to rely on their own beliefs as they prepare students for entrance into the world of work.
Department of Educational Leadership

The intent of this study was to garner data regarding principals' teacher selection practices and perceptions of teacher effectiveness and to examine the degree to which their teacher selection practices aligned with qualities of effective teachers. The survey was sent to 450 practicing principals in the United States. Principals reported the frequency in which they engaged in identified teacher selection practices and rank-ordered qualities of effective teachers.;Descriptive statistics summarized the level of agreement among elementary, middle, and high school principals regarding how they ranked the nine identified qualities of an effective teacher as well as the degree to which their rankings concurred with research in the area of teacher effectiveness. Principals verified the importance of key qualities of an effective teacher as evidenced by multiple analysis of variance (ANOVA) tests. An ANOVA revealed one statistically significant finding for the quality of creating valid and reliable assessments. However, the ANOVA bolstered the significance of the relevance of qualities of effective teachers at the elementary, middle, and high school levels. Lastly, content analyses were conducted to determine the three most important interview questions principals asked of teacher candidates and what factor determined why a specific teacher was hired over others.

The purpose of this study was to determine what high school principals look for when hiring career and technical teachers, the relative importance of that criteria, and whether certain factors (such as school district size, community size, and years of experience as a principal) affect their opinions toward the selection process. Surveys were mailed to 160 principals and 146 responded, yielding a response rate of 91%. A series of 2-group t-tests and standard regression analyses were used to answer the research questions. The most desired hiring criteria cited by principals (in order of importance) were enthusiasm, an applicant's ability to communicate effectively, an applicant who is student-centered, an applicant's beliefs on classroom management, and their knowledge of a variety of teaching strategies.
Ph. D.

Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The democratic elections in South Africa in 1994 were followed by far-reaching changes. Legislation was changed to entrench the democratic principles of the young democracy and to involve South African communities in decision-making. For example, the South African Schools Act (84 of 1996) was introduced to promote democracy and to transform society. It merged the different pre-1994 education departments, to build an education system on a non-discriminatory basis, to protect the education rights of learners and to give parents more power in school governance. The introduction of school governing bodies with certain powers and responsibilities was a significant step towards the decentralisation of power in the South African school system. The aim of the study was to explore the role of school governing bodies in recommending candidates for appointment as school principals and to establish what challenges they experienced. A qualitative research design was used to answer the research question. Personal interviews were held with eight governing body members of two schools and a departmental official. Data was generated by semi-structured questions, enabling participants to share their experiences and perceptions of the recommendation process. The data was subsequently analysed and findings stated. The literature review in Chapter 2 revealed huge challenges for parents on governing bodies, especially in previously disadvantaged schools, with parents‟ illiteracy as a key factor. The school governing bodies that participated in the study were heavily dependent on the guidance of the departmental official. They moreover admitted that they were unable to carry out the recommendation process without the official‟s guidance. Secondly, the research findings showed that the governing body members had little knowledge of education policies and were inadequately trained. This study attempted to gain a deeper understanding of the school governing bodies‟ perspectives of their own abilities. Despite the challenges they experienced, they believed that they were able to fulfil their duties and that they did not need any schooling to serve on the school governing body. The results indicate that the literacy levels of members of school governing bodies nevertheless do play a role in their ability to carry out their duties and activities and that more intensive training is needed to enhance their capacity.
AFRIKAANSE OPSOMMING: Na die demokratiese verkiesing in 1994 het grootskaalse veranderinge in Suid-Afrika plaasgevind. Wetgewing is verander om gestalte te gee aan die demokratiese beginsels van die jong demokrasie en om die Suid-Afrikaanse gemeenskap te betrek in sekere besluitnemings. Die Suid-Afrikaanse Skolewet (84 van 1996) is byvoorbeeld ingestel om demokrasie te bevorder en om die Suid-Afrikaanse samelewing te transformeer. Dit het die verskillende onderwysdepartemente van voor 1994 verenig om die onderwysongelykhede van die verlede reg te stel, leerders se regte ten opsigte van opvoeding te beskerm en die ouergemeenskap groter inspraak in en deelname aan skoolbeheer te gee. Skoolbeheerliggame is ingestel met sekere magte en verantwoordelikhede. Die vestiging van skoolbeheerliggame verteenwoordig ʼn betekenisvolle desentralisasie van mag in die Suid-Afrikaanse skolestelsel. Hierdie navorsing het beoog om die rol wat skoolbeheerliggame speel in die aanbeveling van kandidate vir aanstelling as prinsipale in skole na te vors en vas te stel watter uitdagings hulle ervaar. Om die navorsingsvraag te beantwoord, is ‟n kwalitatiewe navorsingsontwerp gebruik. Data is verkry deur persoonlike onderhoude te voer met agt lede van twee skole se skoolbeheerliggame en een departementele amptenaar. Semi-gestruktureerde vrae het deelnemers in staat gestel om hul eie ervarings en persepsies van die aanbevelingsproses te beskryf. Daarna is die data ontleed en bevindings gemaak. Die literatuurstudie in hoofstuk 2 dui aan dat daar groot uitdagings is vir ouers op skoolbeheerliggame, veral in voorheen benadeelde skole, as gevolg van die ongeletterdheid van die ouers. Die skoolbeheerliggame in hierdie studie toon groot afhanklikheid van die hulp van die departementele amptenaar en erken selfs dat hulle nie die aanbevelingsproses sonder die hulp van dié amptenaar sou kon uitvoer nie. Tweedens is daar ook bevind dat die skoolbeheerliggame min kennis het van onderwyswetgewing en dat hul opleiding baie gebrekkig is. Hierdie studie het ook gepoog om ʼn dieper insig te verkry van die skoolbeheerliggame se perspektiewe van hul eie vermoëns. Ten spyte van die tekortkominge wat die lede van die skoolbeheerliggame ervaar, glo hulle dat hulle opgewasse is vir die taak en dat hulle geen skolastiese opleiding benodig om in ‟n skoolbeheerliggaam te dien nie. Die resultate toon egter dat die geletterdheidsvlakke van die lede van skoolbeheerliggame wel ʼn rol speel in die uitvoering van hul pligte en werksaamhede en dat meer intensiewe opleiding nodig is om hul kapasiteit te verhoog.

This research investigated the impact of Education Queensland's employment policy and practices for beginning secondary teachers appointed on temporary engagement. The context was the public secondary school sector within the state of Queensland, Australia. The study was set within a context of the changing nature of work from full-time permanent employment towards casual, fixed-term contracts, temporary and part-time employment, a trend reflected in the employment patterns for teachers within Australia. Two broad categories of literature relating to the research problem of this thesis were reviewed, namely the beginning teacher and permanency or tenure. The focus in the research literature on beginning teachers was the professional experiences of teachers within the classroom and school. There was a paucity of research that considered the working and industrial conditions of temporary employment for beginning teachers or the personal and professional implications of this form of employment. The review of the context and literature was conceptualised as a Beginning Temporary Teacher Theoretical Framework which served to inform the study. Using a qualitative case study methodology, the research techniques employed for the thesis were semi-structured interview and document analysis. A simultaneously conducted research project in which the researcher participated entitled 'Winning the Lottery? Beginning Teachers on Temporary Engagement' foregrounded this thesis in terms of refining the research question, contributing to the literature and in the selection of the participants. For this case study the perspectives of four distinct yet inter-related categories of professionals were sought. These included four beginning secondary teachers, three school administrators, a Senior Personnel Officer with Education Queensland, and a representative from the Queensland Teachers' Union. The research findings indicated that none of the beginning teachers or other professionals viewed starting a career in teaching on temporary engagement as the ideal. The negative features identified were the differential treatment received and the high level of uncertainty associated with temporary employment. Differential treatment tended to indicate 'less' entitlements, in terms of access to induction and professional development, recreational and sick leave, acceptance by and expectations of other colleagues, and avenues of redress in grievance cases. Moreover, interviews indicated a high level of uncertainty in terms of starting within the teaching profession, commencing at a new school, and a regular income. In addition, frequent changes in schools and/or cohorts of students exacerbated levels of uncertainty. The beginning teachers reported significantly decreased motivation, self-esteem and sense of belonging, and increased stress levels. There was an even more marked negative impact on those beginning teachers who had experienced a higher number of temporary engagements and schools in their first year of teaching. Conversely, strong staff support and a reasonable length of time in the one school improved the quality of the beginning teachers' experiences. The overall impact of being on temporary engagement resulted in delayed permanent position appointments, decreased commitment to particular schools and to Education Queensland as the employing authority, and for two of the beginning teachers, it produced a desire to seek alternative employment. The implementation of Education Queensland's policies relating to working conditions and entitlements for these temporary beginning teachers at the school level was revealed to be less than satisfactory. There was a tendency towards 'just-in- time' management of the beginning teacher on temporary engagement. The beginning teachers received 'less-than-messages' about access to and use of departmental documentation, support through induction and professional development, and their transition from temporary to permanent employment. To ensure a more systematic, supportive and inclusive process for managing the temporary beginning teacher, a conceptual framework entitled 'Continuums of Tension' was developed. The four continuums included permanent employment - temporary employment; system perspective - individual perspective; teaching as a profession - teaching as a job; and the permanent beginning teacher - university graduate. The general principles of the human resource policies of Education Queensland were based on a commitment to permanent employment, a system's perspective, viewing teaching as a profession and a homogeneous group of permanent beginning teachers. Contrasting with this, the beginning teacher on temporary engagement tended to operate from the position of temporary employment and a perspective that was individually based. Their priorities therefore included the 'occupational' aspects of being a temporary teacher striving to become permanent. Thus there existed a tension or contradiction between the general principles of human resource policies within Education Queensland and the employment experiences of beginning teachers on temporary engagement. The study proposed three actions for resolution to address the aforementioned tensions. The actions included: (a) the effective provision and targeted communication of information; (b) support, induction and professional development; and (c) a coordinated approach between Education Queensland, Queensland Teachers' Union, the Universities and the beginning teacher. These actions are fm1her refined to include: (a) an induction kit to suppm1 the individual through the pre-employment to permanent employee phases, (b) an extrapolation of the roles and responsibilities of Education Queensland personnel charged with supporting the beginning temporary teacher, and (c) a series of recommendations to effect a coordinated approach amongst the key stakeholders. The theoretical and conceptual frameworks have provided a means of addressing the identified needs of the beginning teacher on temporary engagement. As such, this study has contributed to the research literature on teacher employment and professionalism and aims to provide a beginning temporary teacher with managed professional and occupational support.

It is widely acknowledged that the role of the principal is critical in the maintenance and enhancement of quality in schooling. It follows that, not only should principals be adequately trained for their task, but also the best possible candidates should be appointed to positions of principal. Limited available research suggests that, throughout the world, processes of selection for principalship leave much to be desired. This dissertation examines one example of in-depth research into the process of selecting principals and draws attention to the weaknesses identified together with suggestions for improvement. This is followed by a consideration of what appears to be the characteristic process for the selection of principals in the KwaZulu Department of Education and Culture (KDEC). The 'ideal' process operating in the KDEC is then subjected, through empirical research, to the opinions of inspectors and principals in one circuit of the KDEC. The main findings in this connection are reported. Finally, in the light of overseas research and the products of research in the Mpumalanga Circuit of the KDEC, recommendations are offered for the possible improvement of the selection process for secondary school principals.
Thesis (M.Ed.)-University of Natal, Durban, 1994.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2004.
The role of the principal is critical in ensuring that schools run efficiently and effectively. It is for this reason that an incumbent for the post of principal obtains the necessary experience in all aspects of management to fulfill this role. Prior to 1994, applicants were promoted strictly according to hierarchical ranking, that is, a Level One educator was promoted first to head of department, then to deputy principal and thereafter to the position of a principal. This ensured that by the time educators became principals they had acquired, through experience, the necessary management skills to run their schools.
M

It is widely acknowledged that effective schools owe much of their success to the calibre of their principals. Notwithstanding the central role played by these executive officers, very little attention has been given to the selection of secondary school principals internationally and more so in South Africa. The South African education system has recently undergone a not so silent revolution and all former departments of education have combined. The national Department of Education determines policy and local education is administered by provincial authorities. The State's policy of transformation, which is being implemented in all public schools, is bringing about many changes in schools and these have to be satisfactorily managed. Because of the complexity of the school as an organisation, the principal is subjected to changing demands especially in respect of his/her management tasks. Despite these changes requiring a new style of school management, the selection of secondary principals has, up till very recently, been done in a fairly arbitrary manner. Consequently, this project involves an assessment of the current selection procedures for secondary public school principals in KwaZulu-Natal. While it is accepted the selection procedure is relatively new and still evolving, it is hoped that this project will alert educational authorities to the salient weaknesses of the selection procedure and offer recommendations for its improvement.
Thesis (M.Ed.) - University of Natal, Durban, 1999.

It is widely acknowledged that an effective school owes much of its success to the caliber of its internal management, particularly the principal, and it therefore follows that the selection of the principal is a critical task. Not only does literature suggest that selection processes for principals generally tend to reflect an inefficient 'selection technology', but also draws attention particularly to the limitations of such processes in respect of their ability to provide insight into how candidates are likely to perform in contexts very different to their work experiences. South African education has undergone many changes since the 1994 democratic elections. The trend is a move towards self-management at the school level. These, changing demands, which the principals have been subjected to, require a new style of management. This study involves an assessment of the current selection process for the selection of principals in KwaZulu-Natal and draws attention to the weaknesses identified together with suggestions for improvements. The current selection process has been found to be lacking in what is termed 'good practice' in the light of international research and literature, which is based on principles of human resource management. It has been found that, selection committees have to follow prescribed guidelines set by the Education Department, which leaves them with very little flexibility. Since the process of selection is fairly new in KwaZulu-Natal, selection committees have not been adequately trained to conduct the process of selection, particularly in selecting the right person for the post of principal. The current curriculum vitae for principal posts lacked in certain topic areas, which would reveal more detailed information to enable further comparison when describing ones abilities. At no stage were referees contacted to validate information of the applicants C.V. although reference was required. It has been found that too much weight is attached to the interview as part of the selection process, and no other means of assessing candidates are used, therefore placing applicants who cannot 'market themselves' in a disadvantaged situation.
Thesis (M.Ed.)-University of Natal, 2002.

碩士
國立台北師範學院
國民教育研究所
90
A Comparative Research of the Training and Appointment of Elementary School and Junior High School Principals in Taiwan and Britain Abstract The purposes of this research are to investigate the characteristics of the training and appointment of Elementary School and Junior High School Principals in Taiwan and Britain, and to compare the differences between systems in Taiwan and Britain. Furthermore, the more important part is to make suggestions to the related organizations. Through the use of methods of document analysis and comparison, this research aims at the related concepts of principal training and appointment, the background and historical development of systems in Taiwan and Britain, and practical conditions and legal rules. The ultimate part of this research is to draw conclusions and suggestions. The conclusions of this research are as follows: 1. The principals in Britain have to confront different learning requirements of pupils from different religions and races, and attempt to eliminate educational injustice originating from the spawn of feudalism. Principals in Taiwan have to eliminate the educational injustice originating from differences between town and country, and differences between the east and west of Taiwan. 2. Among the educational administration system in Britain, there is no absolutely subordinate relationship. But among the educational administration system in Taiwan, there is a subordinate relationship. 3. In universal phenomenon, the size of elementary schools in Britain is bigger than that of elementary schools in Taiwan. The number of students in class of Britain is less than that of Taiwan. 4. Generally speaking, the salary of Principals in Britain is higher than that in Taiwan. The rate of salary of teachers and principals is larger in Britain. There are various items to appraise and decide the salary of principals in Britain. The salary of principals in Taiwan depends on work experience and qualifications. 5. In Taiwan, the most important step during the procedure of principal apportionment is principal selection. It is less developed for principal preparation. 6. In the case of spending time of principal preparation, they take flexible and distributed mode and it lasts during three months to two years in Britain. In Taiwan, they execute principal preparation with daylong and centralized methods and it lasts from eight to ten weeks. 7. In Britain, people who participate in principal preparation have to pay fees by themselves; however, it is allowable to apply for grants. In Taiwan, people do not have to pay fees to participate in principal preparation and do not have to pay charge of agent. 8. In the situation of Taiwan, the topic of differentiated preparation and combining preparation is not respected. It appears that it is dependent on funds and time. 9. The most important characteristic of principal preparation in Britain is to use ICT. In Taiwan, the most explicit characteristic of principal preparation is the attached importance of social curriculum. 10. The content of NPQH program is based on national principal standards, therefore they have a equal curriculum design in Britain as a whole. In Taiwan, they do not have an universal principal performance standard, and curriculums of different preparation organizations are diverse. 11. To respect individual differences is very important in the scheme of principal preparation in Britain, but in Taiwan flexible scheme is not enough in principal preparation. 12. The practical assessment is not enough in principal preparation of Taiwan. The content of assessments are mostly oral and writing comments. The suggestions to educational management organizations of this research are: 1. To establish professional educational organizations responsible for quality control. 2. To investigate multiple items of principal assessment in order to draw up principal salary systems afresh. 3. To pay much more attention to the flexible scheme of principal preparation. 4. To establish a national principal performance standard as the framework of preparation curriculum. 5. To increase assessments of practical operation. The suggestions to researches in the future are: 1. To study principal salary system in order to adjust principal salary in Taiwan. 2. To study the topic of principal differentiated preparation and combining preparation. 3. To study the relationship of principal performance and the academic background, and the relationship of principal performance and curriculum levels. 4. To establish a national principal performance standard in order to provide foundation of principal preparation curriculum and principal assessment. Key words: principal preparation, principal appointment, principal selection, comparative research.

碩士
國立中正大學
教育研究所
95
This research is aimed to investigate the pros and cons concerning Principal Selection System （PSS）for elementary and junior high schools in Chiayi City. The research results are concluded from 586 samples using self-made questionnaires which were distributed to the local principals, directors, teachers and parents. The significant findings are stated as follow. 1. Nearly 60% of the samples agree with the qualification rules of PSS. Those who disagree, about 40%, suggest that all the qualified principals from different cities or counties in Taiwan be welcomed. 2. While selecting, principals’ characters should be the priority. They should own the master’s degree in education as well. Besides, they should have the experience of being teachers for at least 5 years and being directors in 3 different sections for 6 years. 3. Nearly 60% of the samples agree with the term rules of PSS. But the others, about 40%, think that principals who have finished the first term but wish to serve at the same school for the second term should join in the selection as well. 4. Nearly 60% of the samples think that the flexible consideration concerning the term of service is reasonable. But 40% does not think so. They suggest that principals who have finished serving for one year in the second term be the qualified candidates in other schools. 5. Nearly 60% of the samples think that it is reasonable to allow the principals who have finished their second term to postpone the date of retirement. However, 40% suggests that principals of this kind join in the selection for their third term of service, too. 6. Nearly 50% of the samples think that the rules for the document preparation are sufficient. But the other half advices that the well-organized working plans for the target school should be included in the document as well. 7. Nearly 70% of the samples agree that principal selection should be made in one stage. Namely, all the qualified principals who want to join the principal selection are evaluated at the same time. However, 30% who disagrees with it states that principal selection should be made in two stages and only the principals at the present posts can be the candidates in the first stage. 8. Nearly 75% of the samples think it is appropriate to ask the candidates to report to the committee about their beliefs concerning school management. 25% thinks that the advices of the principal selection committee should be taken into consideration, too. Besides, nearly 60% agrees with PSS in Chiayi City. Being interviewed one time and having the chance to go to more than one school are much preferred. 9. Nearly 60% thinks it is suitable for the mayor to be the chief of the principal selection committee. But 40% thinks that it is also suitable to select the chief by the members themselves. 70% thinks the number of the committee members （9-15 persons） is sufficient. But the others, about 30 percent, thinks that the committee needs 15 members. In addition, the members should include the representatives of the school teachers, parents and the staff. About 40% approves that the members are recruited by the mayor but 60% wants the local Teachers’ Association to provide the name list first. And then, the mayor can recruit them. 10. Nearly 50% thinks the professional background and the representation of the principal selection committee are average good. 11. For those who are not successfully selected to be the principals, going back to the teaching post is a possible solution. However, they may be in low morale because it is hard for them to get used to the teaching job again. 12. After running PSS, the positive feedback is that principals are running their schools more aggressively. But, the negative feedback is that there are too many political factors getting involved. 54% thinks PSS slightly helps the development of the school. 13. To put PSS in progress, it is necessary to set up a series of concrete before-service training courses. Furthermore, the number of teaching years, performance and education ethics of the principals need to be put into serious consideration.

碩士
國立暨南國際大學
終身學習與人力資源發展碩士學位學程碩士在職專班
98
Abstract The purpose of this study was to explore the related concept of mentor principal in elementary and junior high schools as well to introduce developing condition of mentor principal in domestic and foreign countries to construct the “selection indicators of mentor principal in elementary and junior high school”. Suggestions were provided for related educational administration agencies, universities or colleges of education, and principals in elementary and junior high schools. Related literature review、Fuzzy Delphi method and Focus Group interview were used as the main procedures to conduct the survey. First, analyzing the related concept of mentor principal, and refer to the developing condition of mentor principal in domestic and foreign countries to construct the selection indicators preliminary; Second, the study invited 15 members to attend Focus Group interview including principals, scholars and professionals to collect the opinions and suggestions of selection indicators of members and compiled the “survey questionnaire of selection indicators construction for mentor principals in elementary and junior high schools”. The study applied Fuzzy Delphi method investigation to edit a questionnaire as a study tool. Fuzzy Delphi method team was composed of 38 professionals Scholars and mentor principals、beginning principals、candidate principals, to collect and integrate opinions of the team members for constructing selection indicators. Then by using fuzzy and center of gravity method for analyzing fuzzy attaining the weighing of each indicator to complete the construction of “selection indicators of mentor principals in elementary and junior high schools” system. To get a more rational and comprehensive result of mentor principal selection. Based on the study method above the conclusions of the study were illustrated as follows: 1. The selection indicators of mentor principal included three great orientations: Personal characteristics; teaching & leading characteristics; practice capabilities. And eleven criteria as well as 51 detail indicators. 2. The selection indicators of mentor principal included three great orientations. Personal characteristics included 3 criteria : “motivation & will”、“guide capability”、“behavior tendency”. “Teaching & Leading characteristics” included 5 criteria: “school development”、“administration”、“instruction leadership”、“public relation”、“profession liability”. “Practice capabilities” included “experience & qualifications”、counseling knowledge” and “inspected skills”3 criteria. There are 11 criteria for junior high indicators totally. Each criteria develop 2 to 7 indicators individual. There are totally 51 detail indicators are the third indicators. 3. The “questionnaire of profession validity survey by Fuzzy Delphi method” constructed a suitable and important containing and weighing system for selection indicator of mentor principals in elementary and junior high schools. 4. The most confirmed suitable indicators of selection indicators for mentor principals are “personal characteristics” for great orientation, “behavior tendency” for criteria, “skilled in smooth organization and interpersonal interaction” for detail indicator. 5. In overall weighing system, “teaching & leading” for great orientation, “inspected skill” and “school development” for criteria are most important. 6. In overall infrastructure mode of selection indicator of mentor principal in elementary and junior high school a. The indicator “skilled in smooth organization and interpersonal interaction” is the most important in weighing system of “personal characteristics” for great orientation. b. The indicator “skilled in integrated resource and developing school feature” is the most important in weighing system of “teaching & leading characteristics” for great orientation. c. The indicator “Threshold of qualification competent in mentor principal.” is the most important in weighing system of “ practice ability” for great orientation. 7. The check list of selection indicator of mentor principal in elementary and junior high school could be chosen to be an edit tool by selecting some more important indicators. 8. The result of pre-test selection illustrated that by using fuzzy composite evaluation method to make a composite consideration with related factor during selection process, it will be more objective, professional and practical than using traditional weighing average method. Finally, based on the study conclusions, some suggestions were proposed to educational administration authorities, universities or colleges of education, principals in elementary and junior high schools, and further studies.

碩士
淡江大學
教育政策與領導研究所碩士班
99
The main purpose of this study was firstly to investigate the actual conditions of school power structure and school management after the implementation of principals selection in Taipei Junior High schools, secondly to analyze the effects of teachers'' demographic variables and schools'' environmental variables on school power structure and school management. This research was adopted methods of investigative questionnaires.In order to gather related data, questionnaires designed by the researcher regarding the “school power structure and school management after the implementation of principals selection in Taipei Junior High schools inventory” were sent and then collected. After the data was carefully studied with cluster analysis and discriminant analysis to construct school power structure. And then studied with statistical methods of descriptive statistics, t-test, one-way ANOVA, and Scheffé method.The conclusions were as follows: 1.After the implementation of principals selection in Taipei Junior High schools, it is constructing “together participate model”, “principal leadership model” and “teacher approach model” three types of the school power structure. 2. After the implementation of principals selection in Taipei Junior High schools, principals and teachers on the school power structure is different perception. 3.In terms of teachers'' demographic variables, there were significant differences on school power structure.. 4.In over all school management shows very well after the implementation of principals selection. Their strong point is on “public relations” while they tend to lack on “instructional leadership”. 5.In terms of teachers'' demographic variables, there were significant differences on school management. Finally,base on the study results,suggestion were proposed for the reference of educational administration authorities,principals,school administrative team,and the future research plans.

碩士
臺中師範學院
國民教育研究所
91
Abstract The aim of this study is to probe the selection of the principal of junior high school and elementary School at Taichung County. The main purpose consisted of (i) analysis of the theoretical basis and related studies of the selection of the principal, (ii) study of the cognitive difference of present selection between school staff and parents, (iii) raising some practical suggestions for the reform of the selection of principal. The questionnaire was designed to collect the opinion of the present selection of principal. All of school staff and parents were enrolled for randomized sampling. The questionnaires were sent to 712 subjects at Taichung County, including principals, directors, teachers and parents. Overall, we received 552 return forms, and 422 (76344%) of them were available. Statistical analysis was performed by commercially available software for statistical analysis (SSPS, version 10.0 [SPS Inc, Chicago, IL]). The results of available questionnaires showed that: 1. They paid more attention to the good behavior and character, knowledge and communicating ability of the principal candidates. 2. They expressed a 50% degree of satisfaction for the selective test of principal. 3. The preferred method of principal selection includes an oral test, written examination, servicing merit encouragement, educational and experienced background, and servicing time. Moreover, the oral test and servicing merit need to be improved first. 4. They believed the following distributional score is more reasonable: the servicing merit 30%, the oral test 30%, and the written examination 40%. 5. Regarding the test of principal, they think that not only the professional scholar should participate in the setting of the test, but also the principal with good practice and good educational administrator should be involved. 6. The basic requirement for the candidate of principal was eleven- to fifteen-years experience of education and administration. 7. Regarding the details of the training course, ten weeks course for the new principal candidates was suitable. The training course should include leadership ability, managerial capacity, professional knowledge and honest morality. 8. Regarding the procedure for the selection, the elected must win by a majority of three valid votes to two. 9. They believed a more suitable condition for principal would be one free from influence from parents and other teachers, but also one in which the principal could be objectively monitored. 10. The persons who were enrolled to select the principal should included the parents representative, the professional scholar, the teacher representative, the local justice gentleman, the school staff, educational bureau administrative representative, and the principal representative. 11. Regarding the principal’s selecting reform, there were some additional reform should be considered first. The classification system of teacher, the evaluation system of principal, and the retire priority of the principal who was unable to renew his term or was not offered a contract by another school. 12. The alternative choices for the deselected principals consisted of (i) the personal intention and the administrative organizational agreement, (ii) return to be a teacher or transfer to be an educational researcher. 13. Regarding the employment of a principal, eight years was the maximal duration of a principal to work in the same school. Furthermore, at the time of contract renewal, the selecting committee would consider his overall performance as principal. The common agreement followed this order: “examination — training - practical internship — selection - employment”. Based on the above results, this present study does not only provide some concrete recommendations for the principal, teachers, and parents, but also offers a reference framework for the future study. Keywords: junior high and elementary school principal, school educator, parents, examination, training, selection, employment.

D.Ed.
In order for a principal of a school to be competitive, it is imperative to take decisions creatively. This process of making a decision should therefore be considered seriously, as it could to a great extent influence the effective running of a school as organisation. A creative idea or action might generate change in a school. To be able to bring about a change which will benefit the school and community, the principal needs to have a thorough knowledge of the following: Creativity within management. Establishing a creative climate; and The qualities of a creative person. Apart from the fact that the school need to function effectively, the primary duty of the school to provide sound educational teaching, adds in interrelateds with the general function of the school. The successful performance of the above-mentioned duty requires a sensible implementation of decision making which could influence the effective management of the school. The principal therefore needs to ensure that this duty in respect of decision making is adequately implemented. Because of the comprehensive duty of the principal, supportive aids and techniques should be considered before a decision can be made. Members of staff should need be consulted in order to contribute creative ideas and to facilitate the taking of decisions. The creation of such an atmosphere at the school will give both the principal and members of staff the opportunity to consider the suggested alternatives, in order to comply with the challenges faced by a modern community. The aim of this thesis is therefore to develop an approach which can be used by principals to add creativity to their decision making and ultimately lead to the effective solution of a particular problem.