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Dissertations / Theses on the topic 'Leadership for schools'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

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xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap
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2

Mead, Carlton R. "Encouraging school leadership in elementary schools /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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3

September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.

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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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4

Burns, Gwen Jeannine. "Invitational leadership in public schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4767.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.
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5

Usabuwera, Samuel. "Leadership styles in successful schools." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3640.

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6

Sharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).
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7

Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.
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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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9

Decoux, Bruce Vernon. "Leadership in independent schools in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22975.pdf.

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10

Wanjala, Christine N. "Regenerative leadership practices in Kenyan schools." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/78367/.

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11

Suen, Lee-wa Ann. "A conceptual model of private school leadership : a study of DSS secondary schools in Hong Kong and minban middle schools in Shanghai /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40887704.

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12

Malasa, Donald Papaku. "Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2429.

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This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands. Thus contextual specificity was an important underlying factor in the study. The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006. A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council. The key findings of the study identify a range of factors that inhibit effective school leadership. These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships. Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.
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13

Jwan, Julius Ouma. "Democratic School Leadership : Perceptions and Practices in Secondary Schools in Kenya." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504332.

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14

Bass, Jay David. "Instructional leadership activity of elementary principals in effective schools." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54487.

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Strong administrative leadership in coordinating and controlling the instructional program has been consistently cited as one component that influences the effectiveness of a school. However, there is debate in the literature regarding (1) the role that the principal plays in determining a school's effectiveness and (2) the specific activities that characterize the principal’s instructional leadership behavior. In addition, little information has been reported that determines how situational variables of the school affect the instructional leadership role of the principal. The purpose of this study was to examine the instructional leadership role of elementary principals in effective schools. Specifically, an examination was conducted in order to (1) determine whether principals perform selected instructional activities, (2) determine how much responsibility for performing those instructional activities was delegated, and (3) determine to whom responsibility for performing the instructional activities was assigned. Consideration of whether school context variables affect the principals' instructional leadership activity, and an examination of how much time principals devote to instructional leadership and other tasks, were also addressed in this study. A descriptive survey approach was conducted in order to accomplish the study objectives. The population consisted of principals in schools judged to be effective by the 1986 United States Department of Education Elementary Recognition Program. A questionnaire was developed and mailed to 212 public elementary school principals; 122 surveys were returned, for a return rate of 58%. Of the surveys returned, 98 surveys (47%) were usable. Descriptive statistics--means, percentages, and frequencies--were used to analyze the results. The major findings of the study were: 1. Principals reported most of the listed instructional activities were performed in their schools. These activities were thought to be an integral part of the instructional program. 2. Instructional activities were performed as a team. Although principals assumed the largest responsibility for performing instructional activities, most principals claimed less than one-half of the total responsibility and distributed responsibility among other personnel more equally than in a comparable study. 3. Principals assumed the largest responsibility for activities dealing with staff evaluation and supervision, for the allocation and assignment of staff and space, and for dissemination of instructional information to staff and parents. Assistant principals were assigned the largest responsibility for student discipline and observing classrooms. Classroom teachers provided the greatest links to parents and assumed the most responsibility for classroom instruction. 4. Principals and schools in this study differed from a national profile. Study principals were predominantly white, slightly older, better educated, and had more experience as a principal. They were twice as likely to be female than their national cohort. Schools studied had larger student and white enrollments than the national average and were more frequently suburban. Schools were frequently located in middle or upper-income communities and reported a high degree of parent involvement in children's learning. Findings indicated that, in most cases, the schools recognized in the Elementary Recognition Program possessed characteristics that one might expect would predict an effective school and did not recognize enough outlier (i.e., disadvantaged) schools. 5. Higher parent representation of students at PTA meetings occurred in schools with the least meetings, indicating that fewer meetings might involve more parents in school PTA functions. Positive correlations were observed between high AFDC percentage, black student enrollment, and student turnover rate. An inverse relationship was found between high AFDC percentage and parent PTA representation, number of PTA meetings, principal gender, principal age, and principal experience. An increase in school size found an increase in turnover rate and percentage of black students, and a decrease in parent PTA participation.
Ed. D.
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15

Hook, David Paul. "The impact of teacher leadership on school effectiveness in selected exemplary secondary schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3740.

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This qualitative study used naturalistic inquiry methodology to study the impact that teacher leadership has on school effectiveness. Two suburban high schools were chosen for this study. Both of these schools had been rated as exemplary in 2002 by the Texas Education Agency. Interviews, observations, and surveys were used to obtain data. Through these, seven categories emerged that were used to create a written description of teacher leadership on the campuses. Teacher leadership in the past, teacher leadership roles, teacher leadership enablers, teacher leadership restraints, products of teacher leadership, teacher leadership in the present, and the role of the principal emerged when the data were analyzed. The findings indicated that when teacher leadership played a role on these campuses there was an expectation by school administrators that teachers would be leaders. Principals on both campuses had a vision of student success. Communication between school administrators and teacher leaders was strong. Overall, the role of the principal had a powerful impact on teacher leadership and consequently school effectiveness. Teacher leadership being fostered and supported was in large part due to the efforts of the principal. Recommendations for practice suggest that a) district level personnel need to work from a definition of school leadership that includes teachers when they hire campus principals, b) principals must take intentional steps to actively encourage teacher leadership, c) principals must clearly understand the amount of effort collaborative leadership demands of them, d) principals should seek out evidence that teacher leadership is impacting the school, and e) principals should consider what resources need to be allocated to foster and sustain teacher leadership on campus.
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Salahuddin, Abu Nayeem Mohammad. "Perceptions of Effective Leadership in Bangladesh Secondary Schools: Moving towards Distributed Leadership?" Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6587.

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Studies on school leadership show that effective leadership is basic to successful school development and improvement of teaching and learning. Secondary schools in Bangladesh depend on principals as their leaders. Since Bangladesh is now facing the challenge of reforms in secondary education, principals need to acquire current knowledge of leadership theory and research to give them the theoretical understandings of leadership approaches that are likely to make their schools more successful. The purpose of this study was to explore how principals of Bangladesh understand leadership theory and the extent to which they use the distributed leadership approach. It also investigated their leadership practice in their school contexts, including how they engage their teachers in leadership activities. The participants in this study were the principals and twenty teachers from four secondary schools in Dhaka city of Bangladesh. The schools were selected from ten upper ranked schools of Dhaka city based on the Secondary School Certificate (SSC) examination in the academic year 2009-2010. Semi-structured interviews were conducted with the principals and a survey was completed by the teachers. The findings show that the principals have adequate experiential knowledge for leading their schools; most of their leadership skills have been developed through experience and are focussed on pedagogical leadership. However, they lack theoretical knowledge of different approaches and concepts of school leadership, as they have not had opportunities for formal leadership training programmes. The survey result indicates that there is some practice of distributed leadership in the schools. The findings of this study have implications for the development of secondary school leadership in Bangladesh. They suggest that professional leadership programmes should be provided for principals of secondary schools and principals should have increased self-management in the administration of their schools. Teachers are keen to broaden their participation in leadership activities. The recommendations from this study could lead to more effective leadership in Bangladeshi secondary schools.
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Sanders, Nicole D. "Looking at leadership change in urban schools from a dynamic perspective /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000583/02/diss45FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Thesis advisor: Sheldon Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 198-209). Also available via the World Wide Web.
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18

Gwynne, Robert L. "The leadership of large schools : where next?" Thesis, University of Lincoln, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322595.

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19

Mentzer, Brian. "Leadership in High Achieving, High Poverty Schools." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.

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In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

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20

Kimm, Linda L. "Effective Leadership Practices in Improvement-Required Schools." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703279/.

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This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.
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Wipperman, Melissa A. "Leadership Experiences of Females in Secondary Schools." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574422883219688.

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22

Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.

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Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.
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Renfro, Elizabeth. "Servant Leadership Measures in PK-12 Schools." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3603.

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Servant leaders work for the betterment of their followers while also seeking to achieve goals for the organization. Servant leaders, in particular, are among those who strive to work for the greater good of those they serve. Servant leaders possess ethical and moral traits that allow them to serve as an example for followers within an organization, including the public school system. Permission to use the Servant Leadership Measures Survey was given by the lead author of the survey. The survey measured the degree that leaders exhibit leadership characteristics that are most associated with the servant leadership dimensions of Emotional Healing, Creating Value for the Community, Conceptual Skills, Empowerment, Helping Subordinates Grow and Succeed, Putting Subordinates First, and Ethical Behavior. A 28-item survey was distributed to the 4 Directors of Schools that self-identified as servant leaders. The same 28-item survey from the employee perspective was distributed to teachers within the participating school districts. The purpose of this study was to compare the self-reported servant leadership scores of Directors of Schools to their faculty members’ scores. Participants included Directors of Schools and teachers from 4 public school districts from the First Region of Tennessee. A non experimental, quantitative approach was used to determine whether Directors of Schools shared the same perception of their leadership style as the teachers who work within their school district. According to the findings Directors primarily scored themselves within the high range for showing servant leadership traits, and teachers in all districts scored their Director from the moderate to high range for demonstrating servant leadership characteristics. However, despite scores typically falling within the same range, there were overall significant differences between scores as teachers’ scores were significantly lower than their Director’s scores for several of the dimensions.
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Patti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.

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Branding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely.

The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.

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Punsak, Vongkasikorn McCarthy John R. "Leadership and management characteristics of administrators of private vocational institutions in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633404.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry Kennedy, David Tucker, Lemuel Watson. Includes bibliographical references (leaves 104-109) and abstract. Also available in print.
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James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.

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Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.

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Cain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.

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This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.
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Kellogg, John R. "An examination of distributed leadership in a public school district /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234225.

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Lightbody, Ian Douglas. "Shared leadership in Queensland schools : a collective case study." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33254/1/Ian_Lightbody_Thesis.pdf.

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Shared leadership has been identified as a key governance base for the future of government and Catholic schools in Queensland, the state’s two largest providers of school education. Shared leadership values the contributions that many individuals can make through collaboration and teamwork. It claims to improve organisational performance and reduce the increasing pressures faced by principals. However despite these positive features, shared leadership is generally not well understood, not well accepted and not valued by those who practice or study leadership. A collective case study method was chosen, incorporating a series of semi-structured interviews with principals and the use of official school documents. The study has explored the current understanding and practice of shared leadership in four Queensland schools and investigated its potential for use.
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Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.

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Thesis (Ph. D.)--Illinois State University, 2001.
Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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Driescher, Cornelius Johannes Christiaan. "Classroom teacher leadership in top-performing secondary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60938.

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Classroom teacher leadership is a very broad concept that evolved over years and includes various concepts in the paradigm of education leadership (York-Barr & Duke, 2004: 255). Two concepts in the education leadership paradigm, which are closely related to and interlinked with classroom teacher leadership, are instructional leadership and distributive leadership. A new school of thought emphasises the importance of the classroom teacher as an instructional leader (Horgn & Loeb, 2010: 66). The only way that the classroom teacher can assume this required role as instructional leader is within a distributive leadership environment and therefore, distributive leadership is at the core of instructional leadership (Hoadley, Christie & Ward, 2009: 377). We can therefore conclude that classroom teacher leadership refers to classroom teachers who teach and lead (York-Barr & Duke, 2004: 267). Classroom teacher leadership is the type of quality leadership required to create effective schools. In recent studies done in South African schools it was, however, clear that although research proposes that the classroom teacher should assume leadership roles within a distributive leadership environment, classroom teacher leadership has not yet realised in the schools studied. The gap in the literature is that it shows what should happen, it indicates that it is not happening in some South African schools but it does not indicate how it should happen. This study aimed through a qualitative, case study design to investigate classroom teacher leadership in effective top-performing schools in the Pretoria area in the Gauteng province. Through semi-structured interviews the experiences of classroom teachers and their principals on classroom teacher leadership revealed that classroom teacher leadership is evident in these top-performing, secondary schools. Through their experiences various classroom teacher leadership practices could also be identified shedding light on how classroom teacher leadership can be implemented and promoted in order to create the quality leadership required for an effective school.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Brundrett, Mark. "The creation of school leadership programmes in England and Wales and the practice of leadership in Beacon Schools." Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275346.

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Chun, Wai-tak Theresa. "The role of leadership from the learning organization perspective : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596105.

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Nsubuga, Yusuf Khalid Kibuuka. "Analysis of leadership styles and school performance of secondary schools in Uganda." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/978.

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The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
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Rarieya, Jane F. A. "School leadership in Kenya : the lived realities of women heads of schools." Thesis, Keele University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443611.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.

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Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009.
ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
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Allie, Fadilah. "The influence of school principals' leadership styles on the effectiveness of schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1954.

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Dissertation submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.
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Lycett, Ed. "Developing an open group strategy through Sunday school leadership training." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0450.

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King, James C. "Organizational Climate in Texas Private Schools." Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813356.

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Private schools are by definition separate corporate entities, not supported by the government, but primarily by private funds. While private schools are independently owned and operated, their similarities end there. Their extensive organizational diversity creates problems for researchers and results in few studies with practical significance for the private school leader. Likewise, studies utilizing instruments and lenses common to public school research has limited private school data.

The purpose of this research was to describe the organizational climate of Texas private schools. Based on 3,000 faculty respondents from 75 organizations, representing an estimated 120,000 K-12 students, this research will begin to fill a void in the organizational climate literature as it relates to private schools. Furthermore, this study will equip private school leaders with practical information to assess and improve their organizations’ climate. The findings reflect healthy and open environments across three dimensions of the Organizational Climate Index (OCI) for all participating schools representing all three major private school typologies.

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Klanderman, Sandra Jen Eiker. "A study of teacher stress and principal leadership styles in private urban schools /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10534143.

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Torrance, Deirdre Ann. "Distributed leadership in Scottish primary schools : myth or actualities?" Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7549.

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This PhD study investigates distributed school leadership through small-scale empirical research using interpretative enquiry with aspects of a grounded approach, reaching a depth of understanding. More specifically, it explores the experiences and perceptions of early career primary headteachers as they take forward a distributed perspective on school leadership and management through three headteacher case studies. Each headteacher’s voice is heard through a sequence of in-depth, semistructured and narrative style interviews. The study extends beyond self-reporting as staff perceptions of school leadership and management are elicited through a 360° analysis, a semi-structured questionnaire incorporating a sociometric analysis of leadership relationships, used also to explore the extent to which leadership is distributed within each school. Definitions of leadership and of distributed leadership are contested. The problematic nature of each is discussed in relation to competing educational rhetoric, school leadership literature and policy discourses. Various complexities are found to exist in defining and identifying distributed leadership, acknowledged as multi-faceted, involving those in both formal and informal leadership positions, teaching and support staff. Distributed leadership is context specific, socially constructed, negotiated and hierarchical in nature. It is found to be ‘in the gift of the headteacher’ with each head showing a commitment to and central concern for developing effective processes for staff engagement in meaningful school improvement efforts. Regardless, a distributed perspective was not found to develop naturally nor easily. It was purposefully planned for and continuously supported. It involved the development of teacher professional identity. It required the balancing of multiple and competing accountabilities. Tension was found to relate to the headteachers’ intentions to engage staff, when they bordered on perceived ‘new managerialist’ strategies or manipulation. This study contributes to understandings of the problematic nature of a distributed perspective on leadership by surfacing a range of conceptual confusions. The main conclusion, that distributed leadership is still ‘in the gift of the headteacher’, contributes to a limited empirical knowledge base. How the headteachers made sense of a distributed perspective, along with their motivations to do so, adds to limited empirical data for which the role of headteachers is not well understood. There exists a dearth of studies into the experiences and perceptions of headteachers within a distributed perspective, even more so in terms of those within their early years of headship. The need for further empirical research is recommended to better conceptualise leadership generally and distributed leadership specifically, leading to a more sophisticated understanding of how agency and structure work in practice. Further studies could challenge five generally held assumptions identified within the distributed leadership paradigm: that every member of staff is able to lead; that every member of staff wishes to lead; that the leadership role of staff is legitimized simply by the headteacher’s endorsement; that a distributed perspective occurs naturally; and that a distributed perspective is unproblematic. This research is timely as the teacher role is nationally reviewed (Donaldson, 2010; McCormac, 2011) and the GTCS redevelops the suite of national professional standards, constituting workforce reform. The conclusion to this study argues for a re-examination of the teacher role to reach consensus in defining what is required of teachers at each level of the school hierarchy, recognising formal and informal leadership roles based on conceptual clarity and role definition. It calls for openness and transparency in relation to principles for practice. Key recommendations are offered for policy makers, school leaders at all levels, leadership development programmes, theoretical development and future research.
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Dowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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Field, Eilis Ann Marie. "Small primary schools : should we have faith in theoir leadership?: An exploration of servant leadership in small Catholic primary schools." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521490.

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Lester, Nita Clare. "Small School Leadership in Remote Rural Settings: A Matter of Collaboration and Community Acceptance." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365198.

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Nearly four in ten state school principals in Queensland are teaching principal. They work alone or with one other teacher in schools. Yet these teaching principals, located in isolated country areas attract limited attention in research into school leadership. They seem absent in theoretical models of educational leadership built from analyses of principals in large urban schools. In effect, smaller schools are viewed as ‘scaled down’ versions of larger schools, underpinning a false assumption that leadership and managerial approaches in small remote schools are similar to those in larger urban schools. Or the problem is dismissed. If there is only one full-time staff member—the teaching principal—is leadership possible and if so, what influences it? The purpose of this study was to examine teaching principal leadership as a particular phenomenon of school leadership. This was done by exploring the experiential accounts of teaching principals in one-teacher schools in remote rural Queensland settings. Their accounts describe their experiences and perceptions of the leadership practice needed to lead their schools, the influences upon this practice, their reactions to those influences and what constituted success in leadership. A case study design was used, guided by the theoretical underpinnings of the symbolic interactionist, who argues that meaning is to be found in the interactions between social actors. Qualitative data were derived from six beginning teaching principals’ perceptions of experiences related to practice. Data were analysed using grounded theory methods, especially with the use of constant comparison. A cross case comparison showed a number of consistent influences on leadership. Findings from the study extend recent reconceptualisations of school leadership particularly, understanding the importance of relationship building. Relationship building in the remote rural settings studied occurred at various levels: professional, school-based, personal, and community-wide. Principals who understand the importance of relationship building—especially its personal and community-wide facets—who take the initiative in establishing and nurturing relationships and improving them through reflection over time, are more successful at motivating, inspiring, and aligning country people to facilitate change. The acquisition of supportive relationships is presented as a possible precursor to school leadership in small remote rural school settings.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).
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Cunningham, Elaine Constance Luscene. "Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/457323.

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Educational Leadership
Ed.D.
The study was specifically designed to explore the leadership density in selected secondary schools by examining how leadership at the middle tier is conceived and implemented. This focus was predicated on the increasing demand to acknowledge the layers of leadership that exists in schools. Additionally, there is a growing need to direct attention to this tier by building their leadership capacities as the expectations regarding accountability in the educational system increases. In pursuing this investigation, a qualitative research design was used and therefore the main data collection tool was in depth semi-structured interviews. In addition, a ranking activity was done by the respondents as well as observations and review of documents were also included in the data gathering procedures. These tools while providing rich data, also served an integral function of triangulation. This provision was made possible from respondents drawn from a pool of middle managers in selected secondary schools using purposive sampling. The data revealed that both categories of middle managers saw their roles as very important to the effectiveness of the organization. Their significance was supported by the principals of the schools in which the middle managers operate. While middle managers expressed their understanding of some fundamental leadership practices through the ranking activity, the evidence of alignment in their conversations about their own practices reflected gaps between their beliefs and the description of their practices. The data further revealed that variation was evident in the conceptualization and implementation of leadership practices within and across the schools. Clear identification of a sustained plan for leadership development for the team members led by the middle managers was not easily detected. This was not surprising as it was clear that middle managers were not exposed to a preparation program to transition from classroom teacher to middle manager. Keywords: leadership practices, middle managers ’practice, and team leadership.
Temple University--Theses
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Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.

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The focus of the research was on the manifestation of leadership that emerged in one district high school in Western Australia undergoing both imposed and self-determined change. Given the phenomena, which were deemed to involve complex human behaviour, a decision was made to locate the research within the naturalistic paradigm. The research was established in the “bounded case study” mode in which the school was regarded as an instant draw from a class within which issues would be discovered the described and studies in order to achieve understanding. A second district high school was used as a reference point from which developments in the case study school might be judged. A bounded case study of a second district high school as its school development plan was ratified by the district superintendent, was conducted. The school development plan was considered to be the product of the changes this school had undergone. A three phase research design was adopted in order to formulate research questions and procedures, undertake trialing and collect data. Data was collected by formal and informal interviews, direct observations and weekly three day visits to the case study school and periodic visits to the reference school. The Principal of the later school was used as an “external auditor” for the data analysis and interpretations. Data were analysed using a data content analysis system based upon a single frame of reference - interventions - and a preliminary categorization taxonomy developed as an initial conceptual framework. Data were ‘mapped” using two techniques based on chronologies of action and events (interventions) and leadership approach. Analysis of data indicated that the cultural difference between the secondary, upper primary and junior primary sections of district high schools should be taken into account when change is implemented in those schools. A clear and unambiguous definition of the tasks, functions and powers of district superintendents and principals of self-determining schools within the reform Ministry of Education should be developed so that conflicting understandings by Ministry of Education staff no longer exist. To develop a non-adversary relationship with principals, district superintendents should move from the use of legitimate and coercive power bases and use export and referent power. A system of professional support for principals, independent of the Ministry of Education hierarchy, should be implemented at Education District level. A principal need not exhibit all of the levels of leadership in the proportions suggested by Sergiovanni (1984) to aspire to be the principal of an excellent school, so long as the aggregate of the leadership behaviour in the school includes leadership in all levels, in the proportions suggested. In situations where individuals are permitted by peers to exercise leadership roles, their behaviour will not be consistent with that suggested by Sergiovanni (1984), as constituting excellent leadership. Effective leadership is fluid. As subordinates expectations vary, as they become more familiar with the task, an effective leader will monitor the situation and make fine adjustments to exert the necessary coordinations, control and motivation of staff. Individuals in leadership positions will vary their behaviour in response to situations where there is actual conflict or the potential for conflict. Individuals in leadership positions will vary their behaviour to accommodate changes in their perception of the flexibility of the task. The potential for conflict exists when the cultural situation changes. This conflict will, most often, be between “tribal” groups created on the bases of social, shared and vested interests. In cases where the tasks traditionally performed at executive or managerial levels, such as by deputy principals, the individuals at that level will be subject to diminished legitimate power and become without roles.
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50

Sly, Mark Donald, and res cand@acu edu au. "Teacher Leadership in South-East Queensland Anglican Schools." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp190.24022009.

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This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership. Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership. The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.
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