Dissertations / Theses on the topic 'High schools China Administration Case studies'
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1
Wong, Sze Lo-sai, and 黃施露茜. "Problems encountered in school administration in a sample of new aidedsecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626913.
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Chun, Wai-tak Theresa, and 秦為德. "The role of leadership from the learning organization perspective: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958564.
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3
Simon, Louise, and mls@eryptick net. "Examination Orientation and the Opportunity Structure in Chinese Education: Case Studies of Kunming High Schools." The Australian National University. Research School of Pacific and Asian Studies, 2001. http://thesis.anu.edu.au./public/adt-ANU20021023.102300.
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This dissertation examines the nature of education at the senior high school level in Kunming, China, through a participant observation study in four high schools. It discusses Ronald Dore's theory of a 'diploma disease' in the context of the four schools, and the variants which affect it at the level of participants. The dissertation illustrates that the 'backwash effects' which are generated by the National University Entrance Examination are entrenched in the education system and have significant adverse effects on students and teachers. The academic and vocational streams of education are compared and contrasted as providing different paths through the opportunity structure and different outcomes for social mobility. The dissertation analyzes the selective and social distributive functions of senior high school education in Kunming, and suggests that informal methods outside of entrance examinations, such as the use of guanxi and monetary payments, are gaining influence in these realms. As these methods become more widely utilized in the face of increasing competition to enter university, expressions of discontent from those educational participants who are adversely affected are also becoming more apparent.
4
Nung, Tai-fai Paul, and 農大煇. "Subject department effectiveness: a case study of three secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225032.
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Hou, Nim-shan Nancy, and 侯念珊. "Shared responsibilities of families and schools: a case study of secondary schools teachers and parentsperceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958679.
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Katyal, Kokila Roy. "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35762986.
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Ho, Sai-ming, and 何世明. "Job satisfaction of return-migrant teachers in secondary schools of Hong Kong: case studies of return-migrantteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961630.
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Shae, Wan-chaw, and 佘雲楚. "A sociological study of authority in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234410.
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Ho, Choi-ling, and 何采玲. "A case study of the role of middle managers in organizational communication in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366183.
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While organizational communication in school management has become vital and complicated along with an increasing emphasis on collaboration and teamwork in lesson preparation and performances in local secondary schools, it largely lies on the capability and the role of middle managers such as department heads and committee heads, who constitute a layer of management between the senior management team and subordinate classroom teachers.
Despite that effective communication can be seen as the foundation of modern organizations, there are very few local studies on how organizational communication among members of a school management organization in Hong Kong is carried out, particularly on the roles of middle managers in schools in the process of organizational communication.
This study aimed to examine the functional roles of middle managers in a Band One Hong Kong secondary school in the process of organizational communication. The research was conducted on members from three sectors of the organizational hierarchy: senior managers, middle managers and non-administrative teachers, with reference to previous overseas and local studies in the area of organizational communication and the roles of middle managers.
The study reported in this paper identified that middle managers generally appeared to fulfil three major functions, although which might not be seen as successful by other members, namely transmitting, bridging and buffering. Apart from these desirable functions of middle managers, it was found that there was another side of their function – some interviewed middle managers reflected that they were the sandwiching class in the school’s organizational communication process. Challenges and variables influencing their roles were summarised in this paper: the extent to which the nature and expectations of the role have been clearly and comprehensively defined, the structure of organizational communication, as well as middle managers’ perception and attitude.
The findings of this study will help the school, and perhaps other local schools, to assess the communicating roles of middle managers and thus to enhance the communication flow within and beyond each organization branch. Moreover, the analysis of the study will provide the school with some groundwork for reviewing the organizational communication structure and offering relevant training for teaching members where applicable.published_or_final_version
Education
Master
Master of Education
10
Fox, Kenneth F. "The High School Associate Principal: Case Studies of an Emerging Role in Educational Leadership and Administration." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33150/.
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Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to be selected as associates, and associates are more likely to be selected for principalships. The results also indicate that instructional leadership for associate principals in Texas focuses primarily on improving students' performance on the Texas Assessment of Knowledge and Skills and on increasing participation in and performance on other standardized tests, in particular Advanced Placement, SAT (formerly the Scholastic Aptitude Test), ACT (formerly American College Testing), and the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test).
11
Ip, Kin-yuen, and 葉建源. "Organisational change: the case of a ��leftistschool' in joining the direct subsidy scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195716X.
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Cheung, Fung, and 張豐. "Ethical decision making of discipline teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960777.
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Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
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This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
14
Fan, Chi-man Cliff, and 范志文. "The impact of school culture on the appraisal system: the case study of an aided secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37308713.
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Kwok, Chi-yan Patrick, and 郭志仁. "Factors affecting the job satisfaction of a sample of vice-principals in aided secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955678.
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Shea, Kwok-chuen Tony, and 佘國銓. "A study of the influence of school-based management on the perception and practice of teachers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961277.
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Ricker, Kevin Jon. "Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4508.
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This qualitative study examined how school leaders work within the structure of individual district collective bargaining agreements to improve student achievement. The study examines real or perceived barriers to improving student achievement within educational organizations from the perspective of the principals and teacher-leaders.
This study included two qualitative instruments, one for building principals and one for the building teachers, administered in five Oregon high schools recognized as successful by the Oregon Department of Education in 2014-2015. This dissertation determined the impact collective bargaining agreements had on the ability of high school principals to reduce educational disparities and close the achievement gap from both the perspective of themselves and teacher-leaders. The dissertation concluded with a brief summary of the collective findings from the study, as well as the implications for practice specific to building principals and teacher-leaders in the context of their school, and agreement about strategies that work to overcome barriers to school performance.
18
Lee, Kam-cheung Francis, and 李淦章. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944632.
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Yuen, Adolph, and 阮德富. "School excellence in the perspectives of a subsidized secondaryschool: a case study of teachers' andprincipal's perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958412.
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Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.
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Chiu, Yuen Woon-yee Winnie, and 招袁煥儀. "Careers perceptions of matriculation students in two schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956002.
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Kwong, Hung-piu, and 鄺熊標. "Emergence of the practical schools: provisionof alternative education for unmotivated students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959441.
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Too, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.
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Ng, Wai-fun, and 吳慧芬. "Job satisfaction of senior teachers in Hong Kong special schools for children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958175.
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Tsang, Chi-ming, University of Hong Kong, and 曾志明. "An investigation of the relationship between the socio-economic status and the parental choice of secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960480.
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Yang, She-king Sheila, and 楊舒琼. "A study of the effects of different courses on student teachers' attitude and classroom behaviour during their teaching practice inlocal secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956245.
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Meigs, Patrick 1967. "A novice principal in a high performing elementary school : reflections on practice." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/10733.
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xii, 149 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB2831.93.O7 M45 2008Principals of schools have a unique set of responsibilities that range from the transactional to the transformational. Principals are expected to set a clear vision for the school community, support teachers in their work, while at the same time being responsible for all the details that allow a school to function smoothly. Thus, the first year of a novice principalship is a complex challenge. The first year in a high performing school carries with it an added set of challenges that a novice principal must come to understand and navigate. First-year principals work to not only gain understanding of their role in the school community, but also to develop a personal leadership style that supports teachers, children, parents and the larger community. It is through their experiences and reflections that novice principals begin to develop their unique voice as a leader. These experiences lay the foundation for their coming years in the principal's office.
Committee in Charge: Dr. Diane Dunlap, Chair; Dr. Gerald Tindal; Dr. Philip McCullu;m Dr. Jean Stockard, Outside Member
28
Little, Regena Ann. "Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1248383/.
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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.
29
Little, Regena Ann. "Response to Intervention (RTI) and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248383/.
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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.
30
"学校领导在学校改进中的作用: 能量建构的视角." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074692.
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Qualitative research methods were used in this study because interpretive, naturalistic focus helps to explore and understand the meaning of the improvement process that school leaders bring about. Instrumental case study has adopted to answer my research questions. Two middle schools were chosen as case schools. They participated in a school improvement project initiated by the Beijing Municipal Commission of Education. These two case schools were selected from five participated schools in the pilot study. In terms of data collection, interview, participative observation and document analysis were used to collect data.The purpose of this study is to examine how school leadership facilitates school improvement in middle schools in China. The research addresses the following two main questions: (1) How does school leadership facilitate school improvement? (2) Why do the practices school leaders demonstrate lead to different results?
The study reveals that there is no one-fits-all strategy for schools when they implement the school improvement. Rather, school leadership should develop their own plans for school improvement, and the strategies need to be context-specific. Other important findings also emerge from this study: first, school leadership refers to a leader team. The team has an important role in school improvement; second, school leadership team builds their own capacity in the process of school improvement; third, there are five dimensions of capacity should be considered in school improvement; finally, the development of school-based curriculum is an effective way to building capacity for school improvement.
梁歆.
Adviser: Hin Wah Wong.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1865.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 392-408).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Liang Xin.
31
"中国教育改革背景下的学校领导: 北京兩所中学的个案研究." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075477.
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李晓蕾.Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 235-255)
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Li Xiaolei.
32
Simon, Louise. "Examination Orientation and the Opportunity Structure in Chinese Education: Case Studies of Kunming High Schools." Phd thesis, 2000. http://hdl.handle.net/1885/48191.
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This dissertation examines the nature of education at the senior high school level in Kunming, China, through a participant observation study in four high schools. It discusses Ronald Dore's theory of a 'diploma disease' in the context of the four schools, and the variants which affect it at the level of participants. The dissertation illustrates that the 'backwash effects' which are generated by the National University Entrance Examination are entrenched in the education system and have significant adverse effects on students and teachers. The academic and vocational streams of education are compared and contrasted as providing different paths through the opportunity structure and different outcomes for social mobility. The dissertation analyzes the selective and social distributive functions of senior high school education in Kunming, and suggests that informal methods outside of entrance examinations, such as the use of guanxi and monetary payments, are gaining influence in these realms. As these methods become more widely utilized in the face of increasing competition to enter university, expressions of discontent from those educational participants who are adversely affected are also becoming more apparent.
33
Nalyazi, Haliimah. "An investigation of the management of extracurricular programmes in selected inner-city secondary schools: a case study." Diss., 2010. http://hdl.handle.net/10500/4804.
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This study investigates the management and provision of extracurricular programmes in inner city secondary schools. Literature pointed out that extracurricular provisioning in inner city secondary schools is challenging because of limited physical infrastructure and negative influences from the external environment. An empirical investigation based on a qualitative research design was conducted at five research sites conveniently selected. Through individual and focus-group interviewing it was established that extracurricular programmes in inner city secondary schools are hampered by limited and inadequate facilities, a lack of human resource capacity, an over-emphasis of the curricular programme and financial constraints. Due to the importance of a holistic development of the child to be an all-rounder as adult, it is recommended that all stakeholders of the school be involved in providing a viable extracurricular programme. Stakeholders include the teaching corps, parents, the local municipality, the department of education, and the business community.Further Teacher Education
M. Ed. (Education Management)
34
Adaghe, Nozipho Isabel. "Understanding the management strategies of principals in managing unionised and non-unionised teachers in South African secondary schools in Gauteng Province." Thesis, 2021. http://hdl.handle.net/10500/27569.
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Management of teachers is one of the important tasks of principals at school, aside from their
primary goal of ensuring that teaching and learning happens effectively at school, is their
potential to manage two types of teachers present at school, unionised and non-unionised. It
is well-established that principals have a mammoth task of identifying and implementing the
correct strategies to manage these teachers. A review of the management styles in use today
shows that the new management strategies are required to solve the problems encountered
by principals in managing these teachers. Several methods of implementing these new
strategies are described. These methods include creating trust between teachers and
principals through fruitful communication and participation in decision-making. The
application of the theory of emotional intelligence is described in detail. The theory of
emotional intelligence denotes that the accomplishment in the management of human
resources depends largely on the emotions, behaviours, and attitudes of managers.
While past studies have detailed the effectiveness of the management styles used by
principals to manage teachers, these studies have been confined to the management of
teachers collectively. The present study distinguishes between teachers who are unionised
and non-unionised and the individual, focus group interview and observation are the primary sources of data used in the study. The findings are intended to solve challenges associated
with the implementation of the management strategies of principals in managing unionised
and no-unionised teachers to attain improved quality teaching and learning in the context of
South African secondary schools. The results show that developing trust between principals
and teachers requires efforts from both parties. They also show that the main complaint about
the management of teachers is unequal treatment of teachers and a lack of trust between
teachers and principals in schools. The analysis of individual interviews, focus-group
interviews and observations revealed that the establishment of strategies that address both
types of teachers found at schools would be a significant step to take towards a positive
management of teachers. It is proposed that the Department of Basic Education creates an
environment where both teachers and managers’ personal and professional development is
upskilled to expand their capabilities to deal with relational problems and challenges.Educational Management and Leadership
Ph. D. (Education (Education Management))
35
Orapeleng, Shathani Rejoyce. "Innovative leadership in managing conflict at selected senior secondary schools in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23231.
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The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.Educational Leadership and Management
D. Ed. (Educational Management)
36
Tiwani, Stormburg Vuyile. "Managing learner behaviour: a collective case study of three effective secondary schools." Diss., 2010. http://hdl.handle.net/10500/4814.
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This study deals with the way school principals, educators and learners manage learner
behaviour inside the classrooms, as well as in the entire school for the effective and
uninterrupted realisation of teaching and learning activities.
A qualitative approach was used in this study. The research findings were based on
observations, the analysis of documents, as well as the main and sub-categories that
were formulated from the interview data gathered at the selected schools.
The research confirmed what is already known on learner discipline and discipline
problems.
In the dissertation more attention is given to factors that contribute to misbehaviour, the
impact of misbehaviour on the culture of learning and teaching, and how learner
behaviour should be managed in the classrooms and in the schools in general.
Furthermore, effective measures of managing learner behaviour are explained and a
comprehensive school-wide model of preventing and remediating learner misbehaviour is
also provided.M. Ed. (Education Management)
37
Belle, Louis Jinot. "The role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools : an education management model." Thesis, 2016. http://hdl.handle.net/10500/21900.
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Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline.Educational Leadership and Management
D. Ed. (Education Management)
38
Mushambi, Charles. "Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspective." Diss., 2016. http://hdl.handle.net/10500/26474.
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This research is about bullying in schools. The aim of the study was to investigate how
the problem of bullying is understood in schools, its causes, types, effects, general
patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
school level.
Qualitative approach and a case study were used. This qualitative research was
conducted at three inclusive secondary schools in Johannesburg North District in
Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
and Twelve in focus groups. One focus group composed of six learners was conducted
at each of three participating schools. Nine teachers, three from each of the three
participating schools were involved in semi- structured interviews to solicit data on how
they understand bullying, its causes, types, effects, general patterns and ways of
addressing bullying in schools. Three principals, one from each of the selected schools
also participated in this study. All the participants participated in this research through
invitation to voluntary participation after being made aware of the purposes of the study
by the researcher. Thus, a purposive sample of three principals, nine teachers and
eighteen learners was used by the researcher. Semi- structured interviews and focus
group interviews were used as research instruments in this study. Teachers and
principals were engaged in semi- structured interviews and learners were involved in
focus group interviews. The bio- ecological theory and the wellness theory were used
as theoretical frameworks in this research to understand bullying, its causes, types,
effects and general patterns, so as to come up with strategies to address bullying that
target the learners’ social contexts rather than the learners themselves as is with the
case with the psychological model.
Before conducting this research, the researcher obtained ethics clearance from the
University of South Africa’s ethics committee, clearance was also obtained from
Gauteng Department of, clearance from Johannesburg North District as well as
acceptance letters from participating inclusive secondary schools.
The researcher also obtained assent from the eighteen Grade eleven and twelve
learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
teachers and three principals who participated in this research.
After conducting focus group discussions and semi- structured interviews with
teachers and principals, the researcher transcribed data verbatim for the purposes of
analysing it. After transcribing data, it was colour coded, then categorised and
categories were further fused into themes which were discussed in chapter five in
relation to literature reviewed in chapter two.
Some interesting findings were discovered in this research. Lack of resources,
violence and violent video games were found to be causes of bullying in schools.
‘Gangsterism’ and peer influence were said to be general patterns of bullying in
schools. Low academic performance and absenteeism were said to be effects of
bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
based bullying and cyber bullying were said to be some types of bullying prevalent in
schools. Working with various stakeholders in education such as organisations like
Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
Centres as well as other professionals like social workers, psychologists and specialist
teachers was found to be helpful address bullying in schools. Findings also indicated
that involving parents and community leaders in school activities assist to address
bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
bullying installing cameras, bullying awareness campaigns, training staff and having
bullying lessons in the school timetable were mentioned effective methods of
eradicating all forms of bullying in all schools.
However, the study recommends that, teachers and principals be staff developed on
issues related to how bullying is understood in schools in relation to its causes, types,
effects, general patterns and strategies to stop it in school.Inclusive Education
M. Ed. (Inclusive education)
39
Onesmus, Nyaude. "Strategies for combating corruption : a case study of four (4) Zimbabwean public secondary schools." Thesis, 2018. http://hdl.handle.net/10500/25238.
Full textAbstract:
The aim of the study was to investigate participants’ views on strategies for combating corruption in Zimbabwean public secondary schools with a view to promoting learner academic achievement.
The study was undertaken at four (4) selected public secondary schools in Harare Metropolitan Province in Zimbabwe. The study adopted the case study as the principal research design and it was informed by the interpretive paradigm; thus, qualitative research approaches were used. Non-probability and probability sampling techniques were adopted in site and participants’ selection. A representative sample of fifty-four (54) participants was used from a target population of three-hundred and eighteen (318) participants. The study was informed by multiple theories. The study found that most of the participants perceived corruption as a major problem affecting the education of learners in most public secondary schools in Zimbabwe. It was found out that the adoption of a vibrant and robust anti-corruption strategy is the solution/panacea to solve this problem of rampant corrupt practices in educational institutions.
The introduction of anti-corruption education in public secondary schools was singled out to be the ‘pivotal’ strategy that policy makers should adopt to disseminate educative anti-corruption information to learners. It was further established that the ‘Zero Tolerance to Corruption’ policy employed by the Government of Zimbabwe should be strongly supported by a multi-agency response to effectively combat corruption within the education system to propel sustainable learner academic achievement.
The study findings further revealed that the public secondary schools lack the necessary anticipated formal anti-corruption education curriculum.
The study concludes that anti-corruption education and the adoption of multi-strategies play a central role in combating corruption. Therefore, there is need to strengthen the anti-corruption strategies and support mechanisms currently being employed in Zimbabwe to successfully provide an environment that supports sustainable learner academic achievement.
In line with the above, the study recommends the introduction of a formal anti-corruption curriculum in Zimbabwean public secondary schools to combat corruption. In addition, the study recommends further research in this seemingly grey area to contribute to the knowledge body regarding instituting good corporate governance in public secondary schools in Zimbabwe.Die doel van die studie was om deelnemers se menings oor strategieë te ondersoek vir die bestryding van korrupsie in Zimbabwiese openbare sekondêre skole met die oog om leerders se akademiese prestasie se bevorder. Die studie is by vier (4) uitgesoekte openbare sekondêre skole in die Harare Metropolitaanse Provinsie in Zimbabwe onderneem. Die studie het die gevallestudie as die hoofnavorsingsontwerp geneem en dit is gevorm deur die vertolkende paradigma; kwalitatiewe navorsingsbenaderings is dus gebruik. Niewaarskynlikheid- en waarskynlikheidsteekproefnemingtegnieke is gebruik vir ligging en keuse van deelnemers. 'n Verteenwoordigende steekproef van vier-en-vyftig (54) deelnemers is gebruik uit 'n teikenpopulasie van drie-honderd-en-agtien (318) deelnemers. Die studie is gevorm deur verskeie teorieë. Die studie het bevind dat meeste van die deelnemers korrupsie as 'n groot probleem sien wat die onderrig van leerders in die meeste openbare sekondêre skole in Zimbabwe beïnvloed. Daar is bevind dat die gebruik van 'n dinamiese en robuuste teenkorrupsiestrategie die oplossing/kuur is om hierdie probleem van toenemende korrupsiepraktyke in opvoedkundige instellings op te los. Die inleiding tot teenkorrupsie-onderrig in openbare sekondêre skole is uitgesonder as die vernaamste strategie wat beleidmakers moet aanvaar om opvoedkundige teenkorrupsie-inligting onder leerders te versprei. Daar is verder bevind dat die Zimbabwiese regering se 'Zero Tolerance to Corruption'-beleid sterk ondersteun moet word deur reaksie van verskeie agente om korrupsie in die onderwysstelsel doeltreffend te beveg om leerders se volhoubare akademiese prestasie aan te dryf. Die studie se bevindings het verder getoon dat openbare sekondêre skole nie die noodsaaklike verwagte formele teenkorrupsie onderwyskurrikulum het nie. Die studie het tot die gevolgtrekking gekom dat teenkorrupsie-onderrig en die gebruik van verskeie strategieë 'n sentrale rol speel om korrupsie te beveg. Teenkorrupsiestrategieë en ondersteuningsmeganismes wat tans in Zimbabwe gebruik word, moet dus versterk word om 'n omgewing te skep wat volhoubare akademiese prestasie vir leerders ondersteun. Ooreenkomstig hiermee, beveel die studie die bekendstelling van 'n formele teenkorrupsiekurrikulum in Zimbabwiese openbare sekondêre skole aan om korrupsie te beveg. Die studie beveel verdere navorsing in hierdie oënskynlike grys area aan om tot die kennis van goeie korporatiewe beheer in openbare sekondêre skole in Zimbabwe by te dra.
Inhloso yocwaningo ukuphenyisisa ngemibono yababambi-qhaza ngamasu okulwa nenkohlakalo kwezezimali ezikoleni zikahulumeni zamasekondari eZimbabwe ngombono wokuqhubela phambili ukuphumelela kwabafundi kwezemfundo. Ucwaningo lwenziwe ezikoleni zamasekondari zikahulumeni ezingu 4 ezikhethwe endaweni yedolobhakazi leprovinsi, leHarare iHarare Metropolititan Province eZimbabwe. Ucwaningo lusebenzise i-case study njengedizayini enkulu yocwaningo, kanti futhi lwasekelwa ngulwazi ngenqubo ye-interpretive paradigm; ngakho-ke kusetshenziswe inkambiso ye-qualitative research kucwaningo. Kusetshenziswe amathekniki amasampuli e-non probability kanye ne-probability ezindaweni lapho okukhethwe khona ababambi-qhaza. Kusetshenziswe amasampuli angamashumi amahlanu nane (54) ababambi-qhaza, kwisibalo sethagethi yabantu abangamakhulu amathathu neshumi nesishagalombili (318). Ucwaningo lusekelwe ngamathiyori amaningana. Ucwaningo luthole ukuthi ababambi-qhaza babone inkohlakalo kwezezimali njengenkinga enkulu enomthelela kwimfundo yabafundi ezikoleni zikahulumeni zamasekondari eZimbabwe. Kutholakale ukuthi ukwamukelwa kwesu eliphambili nelinomdlandla lokulwa nenkohlakalo, yisixazululo/ikhambi lokuxazulula le nkinga yenkohlakalo kwezezimali kwizikhungo zemfundo. Ukusungulwa kwenqubo yokulwa nenkohlakalo kwizikole zesekondari zemfundo kahulumeni yisu eliphambili abenzi bomgomo okumele balemukele ukusabalalisa kubafundi ulwazi lokufundisa nokulwa nenkohlakalo. Kuphinde futhi kwatholakala nokuthi umgomo wokungabekezeli neze inkohlakalo ngesaga esithi 'Zero Tolerance to Corruption' nguHulumeni weZimbabwe kumele usekelwe zikhungo ezehlukene ukuze kube nempumelelo ekulweni nenkohlakalo kwinqubo yemfundo, ukuze abafundi bakwazi ukuphumelela ezifundweni zabo. Ucwaningo luveze nokuthi, izikole zesekondari azinayo ikharikhyulamu ehleliwe yokulwa nenkohlakalo kwimfundo. Ucwaningo luphetha ngokuthi imfundo yokulwa nenkohlakalo kanye nokwamukelwa kwamasu amaningana kudlala indima ebalulekile ekulweni nenkohlakalo. Ngakho-ke, kunesidingo sokuqinisa amasu okulwa nenkohlakalo kanye nezindlela zokusekela ezisetshenziswa okwamanje eZimbabwe ukusekela ukuthi kube nesimo esisekela impumelelo yabafundi kwezemfundo. Ngokuhambisana nokungenhla, ucwaningo luncoma ukuthi kusungulwe ikharikhyulamu ehleliwe yokulwa nenkohlakalo ezikoleni zamasekondari zikahulumeni eZimbabwe, ukulwa nenkohlakalo. Kanti futhi nangaphezu kwalokho, ucwaningo luncoma ukuthi kwenziwe olunye ucwaningo kulo mkhakha ongacacile kahle ukungezela ulwazi maqondana nenqubo yokuphatha kahle ezikoleni zikahulumeni zamasekondari eZimbabwe.
Educational Foundations
D. Phil. (Sociology of Education)
40
Brijraj, Arthie. "Managing physical abuse among learners in a girls high school in KwaZulu-Natal : a case study." Diss., 2016. http://hdl.handle.net/10500/20313.
Full textAbstract:
This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner.
A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews.Educational Leadership and Management
M. Ed. (Education Management)
41
Thenga, Concepta Muofhe. "Managing school funds in selected secondary schools in Gauteng Province." Diss., 2012. http://hdl.handle.net/10500/7061.
Full textAbstract:
Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools.
The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial
5
skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBsEducational Leadership and Management
M. Ed. (Education Management)
42
Dongo, Edmore. "The principal's instructional leadership role towards creating effective teaching and learning : a case study of two high schools in Ivory Park Township." Diss., 2016. http://hdl.handle.net/10500/22614.
Full textAbstract:
This research investigated the instructional leadership roles of selected township principals. Its main focus was therefore to explore and understand the roles and practices engaged in by township principals in order to influence effective teaching and learning in their schools. A qualitative research method was used to conduct a case study with two schools. A total of six participants were purposefully sampled: two principals and four teachers. The data was collected using individual interviews, document analysis and observations. From the data, five themes emerged in this study. Although the findings revealed that there are some principals with a weak and partial understanding of what instructional leadership entails, these principals do put a remarkable effort into executing their instructional roles. Instructional leadership development programmes are necessary for all School Management Team (SMT) members.Educational Leadership and Management
M. Ed. (Education Management)
43
Mchunu, Hamilton Themba. "Stakeholder involvement by the school management teams in managing change : a case study in selected Kwamashu secondary schools." Diss., 2010. http://hdl.handle.net/10500/4142.
Full text
44
Sibisi, Rudolph Ntuthuko. "Managing communication to strengthen educator-parent partnerships at selected public secondary schools in the Umbumbulu Circuit, KwaZulu-Natal." Diss., 2015. http://hdl.handle.net/10500/19150.
Full textAbstract:
National legislation such as South African Schools Act, No. 84 of 1996 introduced important reforms impacting on school and parent communication. It mandated the establishment of school governing bodies in all schools to ensure that parents participate in their schools and to open an effective way of communication between educators and parents. However, the literature study established that in some schools, mostly the historically disadvantaged black schools, communication between educators and parents is still very poor and mostly ineffective.
This study examined the role of the school principals in managing effective communication between educators and parents at schools to ensure that effective partnerships between educators and parents are achieved.
A qualitative investigation in two public secondary schools in the Umbumbulu Circuit, KwaZulu-Natal was done. Data were gathered by means of in-depth interviews with the principals of each school, and focus group interviews with the educators and parents of each school and document analysis.
The findings revealed the following: relationship between educators and parents is still very poor in some schools, the communication between educators and parents is still ineffective, there is still a lack of parental involvement in some schools, and most schools do not have policies on effective management of communication and comprehensive programmes on parental involvement.
The study recommends that principals need to be empowered to effectively manage communication in their schools to ensure effective partnerships between educators and parents, and schools should design their own training programmes conducted by principals or specialists for parents on the importance of parental involvement in the education of their children.Educational Leadership and Management
M. Ed. (Education Management)
45
Luphoko, Mandla Erick. "The leadership role of the school governing bodies in selected South African secondary schools." Thesis, 2019. http://hdl.handle.net/10500/26571.
Full textAbstract:
School Governing Bodies (SGBs) function across South Africa as governance structures aimed at improving effectiveness of the schools. The appointment of SGB's and their establishment to improve school governance is not only unique to South Africa but is a trend in all democratically elected countries such as the United States, Britain, Australia and Brazil. The purpose of this study was to explore the leadership role of the School Governing Bodies in selected South African secondary schools. The study was underpinned by four leadership theories namely, the contingency theory, participative theory, transformational theory and the instructional leadership theory. An empirical investigation was informed by the literature review. The qualitative study was guided by an interpretive paradigm. Purposive sampling was used to select four secondary schools in Nkomazi West Circuit, Ehlanzeni District, Mpumalanga. A total number of four SGB's from each school and the school principals participated in this study. Observations of SGB meetings, individual interviews with the principals of the participating schools and focus group interviews with SGB members were used to collect data, which were analysed using a qualitative approach. The findings revealed that SGB's in the four participating schools did not experience major challenges in executing their roles because they had a clear understanding of their responsibilities. However, lack of adequate training with regard to financial management was a challenge. Further findings indicated that all SGB members had received training on various aspects of school management before they commenced with their duties. Most training workshops were conducted in English and although this was not an obstacle to study participants, it was a challenge SGBs. It is therefore recommended that adequate financial management workshops be conducted and that further workshops be organised by principals at school level to address SGB members’ specific needs.Educational Management and Leadership
D. Ed. (Education Management)
46
Ralane, Maureen Khanyiswa. "Compliance with the constitutional norms and principles for democratic public administration at rural secondary schools in the Chris Hani West District, Eastern Cape Province." Diss., 2020. http://hdl.handle.net/10500/26632.
Full textAbstract:
Abstract is in English, Xhosa and AfrikaansBy means of a qualitative multiple case study, I investigated the compliance of the administrations of three rural secondary schools in the Chris Hani West District, Eastern Cape Province with the constitutional democratic principles of cooperation, accountability and transparency. I consulted legal sources to identify provisions dealing with the implementation of these principles and to create a framework for data analysis and interpretation. Fieldwork commenced with a document analysis of relevant school documents, followed by focus groups with members of representative councils of learners, school management teams and school governing bodies. I concluded with semi-structured interviews with principals. I discovered a general lack of compliance with the identified principles, possibly attributable to the exclusion of learners from decision-making processes, unhealthy relationships among educators, autocratic leadership style, lack of communication, and lack of knowledge of the legal prescripts on the part of learners and the parent component of the school governing body.
Ngokwenza uphando olusebenzisa imizekelo yeemeko ezininzi, ndiphande indlela eziyithobela ngayo imigaqo yolawulo izikolo ezithathu kwisithili sakuKomani eMpuma Koloni ngokumalunga neenqobo zedemokhrasi zentsebenziswano, ukwamkela uxanduva nokusebenza ngokungafihlisiyo. Ndithethe namaziko omthetho ngenjongo yokuchonga izibonelelo eziphathelene nokusetyenziswa kwezi nqobo, ndifuna nokuqulunqa uphahla lokwakha isakhelo sokuhlalutya nokutolika iinkcukacha zolwazi eziqokelelweyo. Umsebenzi wasentsimini (ukutyelela amaziko achaphazelekayo) uqale ngokuphengulula imibhalo yesikolo ebalulekileyo, kwalandela amaqela angundoqo namalungu eekomiti ezimele abafundi, abalawuli besikolo nabameli babazali abakwiikomiti ezilawula isikolo. Kugqityelwe ngodliwano ndlebe oluphantse lwaqingqwa neenqununu zezo zikolo. Ndifumanise ukungathotyelwa jikelele kweenqobo ezichongiweyo, mhlawumbi ngenxa yokungabandakanywa kwabafundi kwiinkqubo zokuthatha izigqibo, ukungavisisani kwabafundisi ntsapho, ukuphatha ngegqudu, ukungabonisani, nokungabi nalwazi lomthetho kwabafundi nabazali abangabameli bekomiti elawula isikolo.
Die navorser het ’n kwalitatiewe veelvoudige gevallestudie gebruik om die administrasies van drie landelike sekondêre skole in die Chris Hani West-distrik, Oos-Kaap, se nakoming van die grondwetlik demokratiese beginsels van samewerking, aanspreeklikheid en deursigtigheid te ondersoek. Die navorser het regsbronne geraadpleeg om bepalings rakende die implementering van hierdie beginsels te identifiseer en ’n raamwerk vir die ontleding en vertolking van data tot stand te bring. Die veldwerk het met ’n analise van tersaaklike skooldokumente begin, wat deur fokusgroepsessies met lede van verteenwoordigende leerlingrade, skoolbestuurspanne en skoolbeheerliggame opgevolg is. Die veldwerk is met semigestruktureerde onderhoude met skoolhoofde afgesluit. Die navorser het ’n algemene gebrek aan nakoming van die geïdentifiseerde beginsels gevind, wat moontlik aan die uitsluiting van leerders van besluitnemingsprosesse, ongesonde verhoudings onder opvoeders, ’n outokratiese leierskapstyl, ’n gebrek aan kommunikasie en ’n gebrek aan kennis van die tersaaklike regsvoorskrifte onder leerders en die ouerkomponent van die skoolbeheerliggame toegeskryf kan word.
Educational Management and Leadership
M. Ed. (Education Management)
47
Nkanda, Ntoa David. "The influence of school proprietors on the roles and responsibilities of school governing bodies in church-owned schools in Lesotho." Diss., 2017. http://hdl.handle.net/10500/24467.
Full textAbstract:
The focus of this case study inquiry was to explore the influence of school proprietors on the roles and responsibilities of the School Boards (SBs) in church-owned secondary schools in Maseru. The samples consisted of SBs chairpersons, school principals, parents’ representatives, and teachers’ representatives in the SBs and educational secretaries from three church-owned secondary schools. Interviews were used to collect data. The findings of this study revealed that the perceived roles of proprietors were to develop the learners holistically including religious values and morals. The SBs managed human resources, physical infrastructure, and school funds, and policy implementation. The relationship between proprietors and SBs was both positive and negative. The proprietors influenced SBs through promoting religious values and morals and by ensuring achievement of their academic goals. The proprietors’ sense of ownership and the desire for maintaining quality education motivated them to monitor the functions of SBs’ in their schools.Educational Leadership and Management
M. Ed. (Education Management)
48
Goldstone, Cyril Gary. "Managing the behavioural rights of teachers and learners : a case study in the north metropolitan district of Cape Town." Diss., 2017. http://hdl.handle.net/10500/24231.
Full textAbstract:
Around the world, managing the behavioural rights of teachers and learners in schools remains a complex problem for all involved in the teaching and learning situation. From a legal standpoint, the crux of this study relates to why school managers and teachers feel disempowered by learners’ rights. Over and above the duty of all citizens not to infringe on other peoples’ human rights (e.g. the horizontal application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996), teachers also have a legal obligation to promote and protect learners’ rights (e.g. a vertical application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996). It is this extra mandate that results in teachers feeling disempowered by learners’ rights. Learners’ rights are protected because teachers are representative of the state and, as such, the vertical application of human rights arises where learners are protected against any possible abuse of power. Moreover, a further ‘imbalance’ is created by children’s rights (Section 28, SASA, 1996). In particular, their right to protection and to having their best interests is regarded as of paramount importance.
The study examined the role of the principal, SMT, SGB and RCL in managing the behavioural rights of teachers and learners. A qualitative investigation at three public high schools in the North Metropolitan District of Cape Town was done. Data were collected by means of document analysis as well as by in-depth interviews with five teachers and five RCL members at each of the three participating schools.
The findings of the study revealed that the behavioural rights of teachers and learners are managed by the school management leadership style, by the ineffective support from teacher unions, by the functionality of the SGB, by the muted voice of the RCL and in a conflicting manner by some parents.
The study recommends that principals, SMTs, SGBs and RCLs be empowered in order for them to manage the behavioural rights of teachers and learners effectively. The principals, SMTs, SGBs and RCLs that adopt a democratic leadership style which favours support, collaboration and conflict resolution can thus take firm hold of a golden opportunity – the opportunity to sustain and promote the managing of the behavioural rights of teachers and learners.Educational Leadership and Management
M. Ed. (Educational Management)
49
Sobunkola, Emmanuel Adesola. "Visionary leadership strategies implemented by principals at good performing schools to improve the pass rate in grade 12." Diss., 2021. http://hdl.handle.net/10500/27668.
Full textAbstract:
Abstracts in English, Zulu and SwaziThis study aimed to investigate and find strategies that might improve School A's Grade 12 results through the principal's visionary leadership. The theoretical framework that informed this study was the school principal as a visionary leader, which plays a critical role in ensuring the quality of teaching and learning is improved by providing necessary resources for teachers and learners and creating a sound culture of teaching-learning. Upper Echelon Theory's effectiveness is based on strategic choices by visionary leadership and school performance principles that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with ten school principals in Ehlanzeni District, Mpumalanga, and examined relevant documents to collect data. The research indicates that most schools acknowledge the importance of visionary leadership and proved that there were many execution gaps in implementing the intervention strategies that needed to be addressed, such as lack of effective visionary leadership, lack of unity, support to teachers, monitoring of teaching and learning and recruiting quality teachers in Grade 12. The study recommends that school principals need to implement more effective leadership, strategic planning and implementation of policy, communication, parental involvement accountability, effective monitoring and placement of quality teachers to teach Grade 12 learners.
Izindlela ezsetshenziswa ngothisha-nhloko abanobuholi obubhekela phambili ekwenzeni ncono izinga lokuphumelela ebangeni leshumi nambili kuzikole ezinemiphumela emihle. Lolucwaningo lugcile ekufunisiseni izindlela ezingenza ncono izinga lokuphumelela ngamalengiso ebangeni leshumi nambili ngokuholwa ngothisha-nhloko ababonela phambili izinto.Lolucwaningo lusekelwe ngolwazi olutholakele kwabanye ababonise ukuthi ubukhona bukathisha-nhloko obukela izinto phambili budlala inzima enkulu ekucinisekiseni ngezinga eliphezulu lokufundisa nokufunda ngoku nikeza izinsiza zokufunda nokufundisa kubothisha nakubafundi kanye nokwakha isiko lokufunda nokufundisa .I- ‘Upper Echelon Theory’, ukuphumelela kwayo kusekeleke kuzindlela nakuncubo-mgomo yabaholi abanombono. Lolucwaningo olukhethekile lokuthola ulwazi ngokukhulumisana nalabo abathinteka-ngco ivumela ukuthi uhlolo lwenziwe ngendlela yamanje yobuchwepheshe ngokukhulumisana nabothisha-nhloko abalishumi kusiyingi sase- Ehlanzeni, e-Mpumalanga, nokuthola eminye lanemininngwane ezincwadini zesikolo . Lolucwaningo luthole ukuthi abahlanganyeli abaningi bavumelana ngokuthi othishanhloko abanemibono babalulekile ekucinisekiseni ukuthi izindlela ezintsha zokuphumelelisa imiphumela; ukuncenga othisha abasezingeni eliphezulu kudinga ukwakhiwa .Lolucwaningo lusekela umbono wokuthi izikolo zidinga othisha –nhloko abazocinisekisa ukusethenziswa kwezindlela ezintsha kanye neku heha othisha abasezingeni eliphezulu ukuze bafundise abafundi bebanga leshumi-nakubili ukuze kukhushulwe imiphumela yebanga leshumi nakubili.
Tindlela letisentjentiswa ngubothishela-nhloko labanemibono kwenta ncono lizinga lekuphumelela ebangeni lelishumi-nakubili etkolweni letinemiphumela lemihle. Lelicwaningo ligxile ekufunisiseni tindlela letingenta ncono lizinga lekuphumelela ngemalengiso elibangeni lelishumi nakubili Lelicwaningo lelikhetsekile lokutfola lwati ngekucocisananalabo labatsintseka-nco kuloko lokukhulunyiswana ngako, ivumela nekutsi lokucocisana kungentiwa ngetindlela tamanje tebuchwepheshe ngekukhulumisana nabothishela-nhloko labalishumiesiyingini sase-Ehlanzeni, eMpumalanga, nekutfola leminye mininngwane etincwadzini tesikolwa letigciniwe. Lelicwaningo litfole kutsi labahlanganyeli kulelicwaningo bayavumelana ngekutsi bothishela-nhloko lababukela tintfo phambili babaluleke kakhulu ngobe ngibo labacinisekisa kutsi kusetshentiswa kwetindlela letisha nekuheha bothishela labasezingeni lelisetulu kuyayikhuphula miphumela yetikolwa. ngekuholwa ngubothishela-nhloko lababonela tintfo phambili. Lolucwaningo lutfole kutsi kuliciniso kutsi bothishela-nhloko lababonela tintfo phambili bayakwati kutsi kuheha bothishela labasezingeni lelisetulu nekusebentisa tindlela letihlukahlukene ekufundziseni kuyayi phakamisa imphumelelo yebafundzi nemiphumela yesikolo.
Educational Management and Leadership
M. Ed. (Education Management)
50
"六十至七十年代香港初中中國歷史教育: 孫國棟編《中國歷史》教科書為研究個案 = Hong Kong junior-level Chinese history education in the 1960s and 1970s : the case of Chinese history textbooks by Sun Kuo-tung." 2005. http://library.cuhk.edu.hk/record=b5892500.
Full textAbstract:
李玉梅."2005年6月".
論文(哲學碩士)--香港中文大學, 2005.
參考文獻(leaves 193-202).
"2005 nian 6 yue".
Abstracts in Chinese and English.
Li Yumei.
Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005.
Can kao wen xian (leaves 193-202).
Chapter 第一章 --- 緒論 --- p.1
Chapter 1.1 --- 前言 --- p.1
Chapter 1.2 --- 硏究背景 --- p.2
Chapter 1.3 --- 硏究方法 --- p.3
Chapter 1.4 --- 硏究意義 --- p.3
Chapter 第二章 --- 硏究回顧 --- p.5
Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5
Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8
Chapter 第三章 --- 硏究設計 --- p.13
Chapter 3.1 --- 硏究主題 --- p.13
Chapter 3.2 --- 研究對象 --- p.13
Chapter 3.2.1 --- 時段 --- p.13
Chapter 3.2.2 --- 程度 --- p.14
Chapter 3.2.3 --- 材料 --- p.15
Chapter 3.3 --- 硏究方法 --- p.17
Chapter 3.4 --- 硏究限制 --- p.17
Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19
Chapter 4.1 --- 歷史的進程 --- p.19
Chapter 4.1.1 --- 「斷代」爲史 --- p.19
Chapter 4.1.2 --- 統一與分裂循環 --- p.19
Chapter 4.1.3 --- 螺旋型軌跡 --- p.21
Chapter 4.1.4 --- 小結 --- p.21
Chapter 4.2 --- 推動歷史發展的原動力 --- p.22
Chapter 4.2.1 --- 人民的角色 --- p.22
Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23
Chapter 4.2.3 --- 知識份子的角色 --- p.24
Chapter 4.2.4 --- 小結 --- p.24
Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25
Chapter 4.3.1 --- 政治階層內的變動 --- p.25
Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27
Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27
Chapter 4.3.4 --- 小結 --- p.29
Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30
Chapter 5.1 --- 中華民族的認同 --- p.30
Chapter 5.1.1 --- 歷史悠久 --- p.30
Chapter 5.1.2 --- 文化優越 --- p.31
Chapter 5.1.3 --- 民族文化特色 --- p.32
Chapter 5.1.4 --- 祖國大地的槪念 --- p.32
Chapter 5.1.5 --- 共同祖先 --- p.33
Chapter 5.1.6 --- 小結 --- p.33
Chapter 5.2 --- 「中國」的認同 --- p.34
Chapter 5.2.1 --- 「中國」的槪念 --- p.34
Chapter 5.2.2 --- 國家的情感 --- p.36
Chapter 5.2.3 --- 小結 --- p.37
Chapter 5.3 --- 「中」、「外」關係 --- p.38
Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38
Chapter 5.3.2 --- 中國與外國的關係 --- p.42
Chapter 5.3.3 --- 小結 --- p.46
Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47
Chapter 6.1 --- 孫國棟之經歷 --- p.48
Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49
Chapter 6.1.2 --- 投筆從戎 --- p.50
Chapter 6.1.3 --- 抵港以後 --- p.55
Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57
Chapter 6.2.1 --- 體裁 --- p.57
Chapter 6.2.2 --- 題材 --- p.61
Chapter 6.2.3 --- 小結 --- p.66
Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68
Chapter 7.1 --- 現代教育教科書的特色 --- p.69
Chapter 7.1.1 --- 寫作風格 --- p.69
Chapter 7.1.2 --- 內容 --- p.71
Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80
Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80
Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82
Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87
Chapter 8.1 --- 影響教科書編撰的因素 --- p.87
Chapter 8.1.1 --- 政府 --- p.87
Chapter 8.1.2 --- 課本出版社與作者 --- p.92
Chapter 8.1.3 --- 小結 --- p.94
Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95
Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96
Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98
Chapter 8.2.3 --- 小結 --- p.100
Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100
Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101
Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102
Chapter 8.3.3 --- 作者的政治取態 --- p.104
Chapter 8.3.4 --- 小結 --- p.107
Chapter 第九章 --- 結論 --- p.108
Chapter 9.1 --- 政權與教育 --- p.109
Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109
Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110
Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111
Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112
Chapter 9.1.5 --- 小結 --- p.114
Chapter 9.2 --- 未完的討論 --- p.114
Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115
Chapter 9.2.2 --- 未及的討論 --- p.116
附表 --- p.118
附錄中文參考書目 --- p.193
英文參考書目 --- p.199