Dissertations / Theses: 'Role responsibilities'

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Reynolds, Sadie. "Investigating HR : its role and responsibilities." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557103.

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The thesis explores Human Resources in terms of its current role and responsibilities. It investigates whether or not the move from the title of the function from Personnel to Human Resources is an indication of a change of role. Perceptions of how HR sees itself and how it is seen by the other departments in the organisation have been elIcited in order to clarify the current situation. The data were collected using face-to-face interviews, focus groups and a postal questionnaire. In all, 232 interviews were held with the staff of five organisations, 42 HR staff took part in three focus groups, and self-response questionnaires were posted to 1,230 employees in 21 companies questionnaires and 206 responses were received. As the main thrust of the research was qualitative, the thesis does not suggest that the findings can be generalised. What can be said, however, is that the views of the 480 individuals who provided information concerning their HR department leans towards the negative. The central findings take the form of two paradoxes - firstly, while the other departments have firm views of what the role and responsibilities of their HR department are, they also maintain that they know nothing about their HR department and its services, and secondly, while the other departments state that their HR department is very necessary to the finn's wellbeing, they also declare that the firm woul~ manage just as well if the entire HR department were outsourced. These ne¥atIve perceptions that staff hold of their HR department produce a demoralising effect on an HR department's role and relationships within its organisation. It w?uld .seem that a repositioning of HR within its organisation is necessary so that the fu~ctlOn can be viewed as it wishes to be seen - as an innovate, value-adding, proactI.ve and important part of the organisation, providing services and advice app:eclated at all levels from the Board of Directors down to the shop t100r or its eqUivalent.

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Appell, Neil. "The role and responsibilities of a biblical evangelist." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Haley, James R. "School board and superintendent responsibilities : a study of role congruency /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901302.

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Holdsworth, Elizabeth Anne. "Grandmothers' performance in contemporary society : role, rules and responsibilities." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395202.

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Rangongo, Paul. "Role players' understanding of public school principals' legal responsibilities regarding financial management in Limpopo." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60974.

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Financial management is a very complex issue; at the dawn of democracy the full responsibility for the financial management in public schools was given to school governing bodies. The governing body usually asks the school principal to act as finance manager who executes the financial responsibilities on a daily basis. This puts the principal in a precarious position. The research investigates the role players' understanding of the public school principals' legal responsibilities regarding financial management in Limpopo province. It looks at how the school principals, finance officers and the departmental officials perceive the public school principals' understanding, interpretation and application pertaining to his or her legal responsibilities. It further looks at the knowledge of legislation, reporting of financial expenditure at school level, reporting of financial irregularity cases found in schools, as well as the legal responsibility of financial accountability. A predominantly qualitative research approach with nominal application of the quantitative approach, an interpretive paradigm and multiple case studies allowed the researcher to gain an in-depth understanding of how various role players view or perceive the public school principals' legal responsibilities regarding financial management. I interviewed six principals, six finance officers and six departmental officials about their understanding of the public school principals' legal responsibilities regarding financial management in Limpopo Province. A total of 53 principals, 22 finance officers and four departmental officials successfully completed a questionnaire about their understanding, perceptions and experiences of the public school principals' stipulated legal responsibilities regarding financial management. All these people were involved in the day-to-day management and administration of funds in public schools. Documents such as finance policies, finance files, minute books, school budgets and audited financial statements were analysed to build a clear picture of the state of financial management in the selected public schools. Findings from this study are that there are vast differences in how various role players understand and interpret the public school principals' legal responsibilities regarding financial management in Limpopo. The rationale for having the legislation is to make things uniform and give guidelines. There is a lack of implementation of legal responsibilities by principals who sometimes experience fear of intimidation and victimisation and threat from teacher unions defending their members, SGB and the community. There is lack of knowledge of legislation and sheer ignorance of the law. There are misconceptions that principals in South Africa are accounting officers for everything happening in their respective schools. I found misconceptions of the principals' responsibilities of reporting the financial expenditure and financial mismanagement cases which are not reported, but resolved in schools. There is a culture of non-accountability, non-adherence to prescripts as a result of limited knowledge of legislation, expertise and experience of the principal in financial management. The study has unearthed a number of challenges that are serious concerns for the role players such as the principals, finance officers and the departmental officials regarding financial management. These include issues such as limited understanding, interpretation and application of the law, inadequate knowledge of legislation and financial skills, ignorance of policy and legislation, lack of transparency and openness when dealing with public finances, signing of blank cheques, intimidation, threats and victimisation from victims, teacher unions' interference in the appointment of principals, a lack of proper monitoring and control of expenditure at school level by the principal as well as by departmental officials from circuit level up to provincial level characterise school financial management. Much work remains to be done to close the gaps identified and to make financial management in South African public schools even better. The findings of the study have led to recommendations to assist public school principals, finance officers, school governing body members and departmental officials to understand the legal responsibilities of the principal in this regard better. The recommendations include models for the understanding principals' legal responsibilities in financial management, internal financial control and monitoring in public schools by holding principals accountable for the use of every cent in the schools. Other recommendations include intensive training and capacitating, compliance with legislation and the centralisation of auditing of public school financial books.
Thesis (PhD)--University of Pretoria, 2016.
Education Management and Policy Studies
PhD
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Nkabinde, Mfulathelwa Maria Bongi. "The roles and responsibilities of foundation phase heads of department." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24454.

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The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.

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Robinson, Keith Edward. "The senior pastor's role and responsibilities in leading a pastoral staff." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Mousa, Mohamed Gehan Abdel-Hady. "The auditors role and responsibilities towards auditing environmental performance of firms." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1737/.

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Reynolds, Nancy R. "HIV informal caregiving: role responsibilities and the effects of case management /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777425.

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Johnson, Marc A. "On My Watch: The Role and Responsibilities of American College Trustees." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461052.

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New waves of change are upon American colleges and universities. Among other things, shifts in student demographics, federal higher education policy changes, and the continuing rise of new education providers are putting pressure on institutions to adapt in order to ensure their effectiveness and, in some cases, survival. The imperative to adapt to change is not new for American colleges and universities. Since the founding of the colonial colleges, the nation’s institutions have refashioned themselves over time in response to a dynamic environment—often with great success. Less obvious, however, is how institutions’ internal actors perceive their role in managing change. Most notably, little research is available to shed light on whether and how trustees—an institution’s only legal fiduciaries—view their responsibility for preserving and adapting elements of an institution’s mission and identity in response to a shifting reality. This dissertation aims to extend what we know about trustees’ responsibilities, including their responsibility for managing change. To meet this objective, I draw upon interview data that I collected from a sample of private college trustee board chairs (n=25). The conversations were loosely guided by three questions: 1) What are trustees’ perceptions of “good” trusteeship? 2) When does change to an institution’s mission or identity become the focus of trustees’ attention? 3) How do trustees make sense of decisions to preserve or adapt important aspects of an institution’s mission or identity? My findings suggest that trustees’ perception of their responsibilities, including responsibility for managing change, generally align with historical definitions of trusteeship. I also identify three occasion types—Structural, Board, and Environmental—during which identity or mission change become a focus of trustees’ discussions. Finally, I present an array of explanations and rationales that surface during our conversations about trustees’ decisions to preserve or adapt an aspect of an institution’s mission or identity.
Higher Education

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Teed, Dan Graham. "The Changing Role and Responsibilities of Audit Committees in the United States." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30519/.

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The corporate form that developed in the early 20th century created enormous pressure for corporate governance mechanisms to curb the power of corporate managers. Berle and Means, legal pluralists, warned about concentrating economic power in the hands of a small but powerful class of professional managers. They claimed this "new form of absolutism" required governmental oversight and viewed boards of directors as part of management, rather than monitors for shareholders. The Securities and Exchange Commission (SEC) proposed that corporations establish a special board committee, made up of "nonofficer members" in response to the McKesson & Robbins scandal of the late 1930s. My dissertation examines the evolution of the U.S. corporate audit committee through three specific time periods: (1) 1920-1954; (2) 1955-1986; and (3) 1987 to the passage of the Sarbanes-Oxley Act of 2002. My purpose is to determine if evolution of the audit committee throughout these periods has been a reform continually couched in symbolism or whether the audit committee concept has evolved into real reform, allowing proper corporate governance and mitigation of unchecked corporate power. My analysis is a traditional empirical analysis, relying on both primary and secondary sources to develop a coherent ordering of facts. I use narrative in a narrow sense as my historical methodology, examining patterns that emerge and interpreting facts to develop a clear understanding of demands for and uses of audit committees. I use a holistic approach in studying the data, using narrative to show how these patterns ensue from the historical data.

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Rogers, Kipp D. "Instructinoal Leadership Role and Responsibilities of Middle School Assistant Principals in Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26631.

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The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(SOIL) survey instrument was revised and used in addition to a demographic survey to collect the data. A total of 396 surveys were mailed to middle school assistant principals across the state of Virginia. The SOIL survey includes 31 instructional leadership tasks that describe the instructional leadership responsibilities of assistant principals. The research design is non-experimental and descriptive. The methodology was a modification of the methodology used in a study conducted by Bush (1997). The design used a demographic survey, the SOIL survey and time study to collect data. The data collected answered the following research questions: 1. What instructional leadership roles and responsibilities are performed by middle school assistant principals in Virginia? 2. What is the relationship between instructional leadership responsibilities performed and specific demographic variables? 3. How much time do middle school assistant principals spend on instructional issues each week? Conclusions from the data reveal the primary instructional leadership responsibilities of Virginia middle school assistant principals are: (1) developing a school climate that is conducive to learning (2) improving student discipline, and (3) communicating a concern for student achievement. The data also indicate that older assistant principals are more involved in observing and evaluating staff than younger assistant principals. Additionally, the study found that the more instructional leaders in a school, the more involved assistant principals are with tasks that are associated with developing an academic climate. Furthermore, almost 80% of the participants indicated they spent between 10-30% of their instructional task time developing an academic climate each week. Nearly 50% of the participants spent the least amount of time on tasks that focus on coordinating the instructional program.
Ph. D.

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Hennchen, Esther. "The political role and responsibilities of Multinational Corporations: the case of Royal Dutch Shell." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351964.

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El fenomen de les corporacions multinacionals (MNCs) que assumeixen activitats tradicionals de govern dins de la seva agenda de Responsabilitat Social Corporativa (RSC) està rebent una creixent atenció degut als desafiaments que aquest fet suposa tant per la legitimitat d’aquestes mateixes corporacions com per al sistema democràtic en general. Darrerament “political CSR” ha esdevingut el nou marc teòric dins de la literatura sobre ètica empresarial i sobre societat i negocis. És en aquest marc des d’on es discuteixen aquest paper polític de les empreses i les responsabilitats que d’ell se’n deriven. Els estudis sobre “political CSR” assumeixen que les MNCs haurien d’implicar-se (com de fet ja ho fan) en activitats de regulació social i política (Scherer & Palazzo, 2007), així com operar també com a nou proveïdors de serveis públics (Scherer & Palazzo, 2011; Scherer, Palazzo, & Matten, 2009). Tanmateix, i malgrat les creixents demandes normatives i les corresponents preocupacions sobre el paper de les MNCs minant el bé comú, a penes s’ha fet recerca ni sobre el grau en el què aquestes firmes poden i realment s’ajusten a aquestes normes ni sobre la forma en què tot el fenòmen afecta als principals agents implicats. Aquesta tesi doctoral pren com a punt de partida aquestos reptes per realitzar una investigació empírica i sistemàtica de l’assumpte. La companyia Royal Ducth Shell és particularment apropiada tant per les seves característiques pròpies distintives, com pel complex context en el què opera i l’accès a dades disponible. La tesis planteja una nova perspectiva sobre el paper polític i de les responsabilitats de les MNCs que vindria a ampliar les actuals aportacions teòriques sobre l’abast d’aquestes responsabilitats i sobre les condicions de legitimitat de les corporacions. A més, conceptualitza un nou marc teòric de les respostes de les MNCs a les demandes de la “political CSR”, de més complexe i dinàmic que l’existent. En particular, la tesi detalla les repostes de l’empresa, que romanien sense identificar, i pren en consideració tant la seva actuació en interés propi com les relacions de poder; la qual cosa desafia les assumpcions predominantment possitivistes i el biaix excessivament optimista d’estudis exemplars de “political CSR”. D’aquesta forma la tesis il·lumina la part més obscura no només d’algunes de les (males) pràctiques de les companyies, sinó també de les debilitats del sistema més ampli negocis-societat.
El fenómeno de las corporaciones multinacionales (MNCs) que asumen actividades tradicionales de gobierno dentro de su agenda de Responsabilidad Social Corporativa (RSC) está recibiendo una creciente atención debido a los desafíos que ello supone tanto para la legitimidad de estas mismas corporaciones como para el sistema democrático en general. En los últimos tiempos “political CSR” ha devenido el nuevo marco teórico, dentro de la literatura sobre ética empresarial y sobre sociedad y negocios, donde se discute ese papel político y las responsabilidades que de él se derivan. Los estudios sobre “political CSR” asumen que las MNCs deberían implicarse (como de hecho ya hacen) en actividades de regulación social y política (Scherer & Palazzo, 2007), al tiempo que operar también como nuevos proveedores de servicios públicos (Scherer & Palazzo, 2011; Scherer, Palazzo, & Matten, 2009). Sin embargo, a pesar de estas crecientes demandas normativas y las correspondientes preocupaciones sobre el papel de las MNCs minando el bien común, apenas se ha investigado ni el grado en el que estas compañías pueden y realmente se ajustan a estas normas ni la forma en que todo el fenómeno afecta a los principales agentes implicados. Esta tesis doctoral toma como punto de partida estos retos para realizar una investigación empírica y sistemática del asunto. La compañía Royal Dutch Shell es particularmente apropiada para este estudio tanto por sus propias características distintivas, como por el complejo contexto en el que opera y el acceso a datos del que se dispone. Esta tesis doctoral plantea una nueva perspectiva sobre el papel político y de las responsabilidades de las MNCs que vendría a ampliar las actuales aportaciones teóricas sobre el alcance de esas responsabilidades y las condiciones de legitimidad de las corporaciones. Además, conceptualiza un marco teórico de las respuestas de las MNCs a las demandas de la “political CSR”, de mayor complejidad y dinamismo que el existente. En particular, la tesis detalla las respuestas de la empresa, que permanecían sin identificar, y toma en consideración tanto su activa actuación en interés propio como las relaciones de poder; lo cual desafía las asunciones predominantemente positivistas y el sesgo excesivamente optimista de estudios ejemplares de “political CSR”. De esta forma la tesis ilumina la parte más oscura no solo de algunas de las (malas) prácticas de las compañías, sino también de las debilidades del más amplio sistema negocios- sociedad.
The phenomenon of multinational corporations (MNCs) taking on traditional government activities within their corporate social responsibility (CSR) agenda is receiving increasing attention due to ensuing legitimacy challenges for the corporation and democracy at large. Recently, ‘political CSR’ has become the new normative frame for theorizing on these political role and responsibilities within the business ethics and society and business literature. Political CSR scholarship assumes that MNCs should, and already do, engage in traditional government activities of political and social regulation (Scherer & Palazzo, 2007) and operate as new providers of public goods (Scherer & Palazzo, 2011; Scherer, Palazzo, & Matten, 2009). However, despite these increasing normative demands and concomitant concerns over MNCs undermining the public good, the extent to which companies can and do conform to these normative demands and how this impacts the main affected stakeholders remains theoretically underdeveloped and empirically under-explored. This PhD thesis embraces the legitimacy challenges of MNCs’ political engagement and the lack of attention to the impact of corporate responses on affected stakeholders as a starting point for a systematic in-depth empirical inquiry. The company Royal Dutch Shell is particularly suitable due to its distinctive company characteristics, complex operating environment and access to data. This PhD thesis provides a new perspective on the political role and responsibilities of MNCs. Notably, the thesis 2 provides an extension of the political CSR framework with regard to the scope of political responsibilities and the conditions corporate legitimacy. The emergent model of research study 3 reveals a rather more complex and dynamic picture of MNCs’ responses to political CSR demands than that presented in the extant literature. It identifies previously unidentified responses to normative political CSR demands and takes into account MNCs’ self-interested active agency and power relationships, which challenge the predominantly positivist assumptions and the ‘bright side’ bias of exemplary cases of political CSR. In this way, the thesis reveals crucial insights into the ‘dark side’ not only of the company’s (mal)practices, but also regarding the weaknesses of the broader system of business and society.

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Picard-Lessard, Michelle. "The role of on-site daycare in helping parents balance work and family responsibilities." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9735.

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The present study focused on employed parents with preschool children attending a licensed daycare centre. There were two purposes to this study: (1) to compare parental functioning in users of on-site and off-site daycare, and (2) to examine the relationship between child care variables and parental functioning. Sixty six employed parents with preschool children completed the study (48 mothers and 18 fathers). Parents were recruited from nine workplace daycare centres that serviced employees first (on-site group), and then community members (off-site groups). Measures assessing work attitudes, individual, family, and work-family functioning, child care variables, and demographic data were obtained twice over a span of six months. Parents in the on-site group also took part in a semi-structured interview at both assessment times. Results of multivariate analyses on the questionnaire data yielded no significant differences between users of on-site daycare and users of off-site daycare on any of the dependent variables at either assessment time and no group by time interaction. Content analyses of the interview data indicated that parents believe that on-site daycare helps them balance work and family responsibilities. According to parents, on-site daycare is convenient, it allows them to spend more time with their children, it reduces their travel time and work disruptions, increases their availability at work, and improve their work environment. However, data from these interviews also suggested that the quality of child care may be more important in helping parents balance work and family responsibilities than is the location of the centre. Multiple regression analyses on the questionnaire data further underlined the importance of child care in relation to parental functioning. The results indicated that having primary responsibility for child care and the experience of difficulties with child care was related to perceived stress and role overload. High levels of work-child care conflict were negatively related to parental satisfaction, and satisfaction with child care arrangement was positively related to parental satisfaction. Taken together, these findings underscore the importance of considering child care in the context of balancing work and family responsibilities.

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Furman, Gary. "The impact of fiscal limitation on superintendents' role and responsibilities for curriculum, instruction, and assessment." Thesis, Sage Graduate School, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564175.

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Federal stimulus funding expired in 2011-12. NCLB performance mandates approached the 2013-14 deadline. The ESEA waiver became an option with first year of implementation, 2012-13. This convergence of forces and timeline provided the opportunity for this study.

The study sought to explore whether or not superintendents from Connecticut, Massachusetts, New Jersey, New York, Pennsylvania, and Vermont had already taken and/or would take greater responsibility for curriculum, instruction, and assessment or whether these responsibilities would be delegated to other district personnel and/or outside agencies to ensure that structures were in place and were effective in supporting student achievement.

This mixed method descriptive study was used to gather data. One hundred superintendents completed the survey. Survey data was collected through SurveyMonkey and analyzed using SPSS v. 20. The study showed that superintendents have taken a greater role and more responsibilities for curriculum, instruction, and assessment due to fiscal limitations. In addition, two-thirds of responding superintendents had yet to establish nonnegotiable goals for student achievement. The study encountered two categories of superintendents: those with and those without district level positions for curriculum, instruction, and assessment.

Data from the respondents showed that there were differences among the states. The following are a few of the findings from the study. Respondents from Connecticut had the greatest percentage reporting that principals had shared responsibility for curriculum, instruction, and assessment. Respondents from Massachusetts had the greatest percentage reporting that superintendents had increased involvement with curriculum, instruction, and assessment in the previous two years. Respondents from New York had the greatest percentage reporting an anticipated budget shortfall for 2012-13. Respondents from Vermont had the greatest percentage reporting a district level position for curriculum, instruction, and assessment.

Key words: changing superintendent responsibilities, fiscal limitations, budget, curriculum, instruction, assessment

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Klomp, Jonathan. "Professional Standards for Educational Leaders and a First-Year Principal's Experiences| Understanding of Role and Responsibilities." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839149.

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Enacting a vision and surviving as a first-year high school principal in a new suburban school district can be a complex and difficult journey. Secondary-level principals have varied roles, including the improvement of teachers’ practice and student achievement, branding (or rebranding) the school, and acting as community leaders. This retrospective autobiographical research study of an experienced school administrator during the first year of a high school principalship will examine how a principal enacts his vision and educational philosophy while managing the daily operations and expectations associated with a comprehensive suburban high school against the Professional Standards for Educational Leaders (2015). Current educational research does not describe the experiences of high school principals’ comprehensively. Similarly, the Professional Standards for Educational Leaders (PSEL) (2015) are relatively new and unexplored concerning their alignment to the role and responsibilities of first year principals. The literature review reveals the role’s complexity, its changing nature, and how principals lead change and deal with conflict while also defining and exploring the notion of a principal’s style. The literature review examines the known aspects about the first year of the principalship. Lastly, the literature review examines the evolution of the Professional Standards for Educational Leaders (2015) and how these standards relate to professional practice. As the participant-researcher, the high school principal, engages in his first year in a new building and district, the question “How do a first-year principal’s experiences and understanding of their role and responsibilities align with the Professional Standards for Educational Leaders?” will be explored.

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Metcalf, Lindsey. "Governance and public services : trustees' experiences of the changing role and responsibilities of the voluntary sector." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/9837/.

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Social policy developments during the past three decades have profoundly changed the way in which welfare services are provided, by substantially increasing the role of voluntary organisations in the delivery of ‘contracted out’ public services in a ‘mixed economy’ of welfare. Policies implemented by successive Conservative, New Labour and Coalition governments during this period have promoted a key role for the voluntary sector as providers of public services in a range of areas including social care, health, housing, education and criminal justice (Griffiths, 1988; HM Government, 1990; Cabinet Office, 2006; Department of Health, 2010b; HM Government, 2010a). Such policies to shift responsibility for public service delivery onto the voluntary sector raise significant implications for voluntary organisations and the volunteer charity trustees charged with their leadership and governance. Although offering opportunities for some voluntary organisations, the public services contracting environment also presents a number of challenges for the voluntary sector. These include questions about the extent to which charities can maintain their independence, financial insecurity arising from short-term contracts, and the ability of organisations to remain focused on their charitable objectives and principles. Furthermore, complex and lengthy bidding processes and onerous monitoring and reporting obligations place a disproportionate burden on smaller charities with fewer staff and resources. This thesis analyses such social policy developments that are facilitating an increasing and diversifying role for the voluntary sector in welfare delivery, and assesses their impacts on volunteer charity trustees. It draws upon primary empirical research to elicit the experiences and perceptions of trustees occupying roles on the boards of local charities within this radically shifting policy environment. In total, 46 qualitative interviews were conducted: 25 with trustees of local voluntary sector organisations, 10 with Chief Executives (or equivalent) of local voluntary sector organisations, and 11 with representatives of influential ‘policy community’ organisations at both national and local levels. The thesis identifies the multiple and complex ways in which the changing policy landscape impacts upon voluntary organisations and, in turn, their trustees. It reveals significant ambiguity in how the trustee role is defined and perceived; varying levels of confidence among trustees about their ability to meet their responsibilities; and inconsistency in the training and support available to them in fulfilling their roles. The thesis offers a significant contribution to knowledge about the experiences of trustees responsible for governing and steering charities through the complex challenges arising from contemporary social policies.

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November, Jerome. "The Role of provinces in the use of interventions in terms of Section 139(1)(A)-(C) of the constitution." University of the Western Cape, 2015. http://hdl.handle.net/11394/4784.

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Magister Legum - LLM
The fragmented approach of provinces in the use of legislation and policies, coupled with the uncertainty of key terms in the context of section 139(1) of the Constitution, have resulted in provincial executives not being consistent or not always complying with the use of the steps necessary for interventions in terms of section 139(1) of the Constitution. In order to assess the impact of the fragmented approach and uncertainties on how provincial executives apply the above mentioned steps, this study answers eight questions designed to test the way in which provincial executives applied the aforementioned steps and the effectiveness of the use of aforementioned interventions. The assessment is based on the tallies from the answers to the eight questions, and the grouping of these answers in accordance with the tallies. Each of the three main groups characterises how the relevant provincial executives applied the steps necessary for the use of interventions in terms of section 139(1) of the Constitution for the last five years. The fourth group assesses the effectiveness of such interventions. The answers are derived from the data relating to the notices to the Minister and NCOP, and complemented by the progress reports from the Minister and NCOP. The findings of the four groupings are as follows: the first group presented the steps which present no difficulty in terms of compliance; the second group presented the steps which provincial executives mostly complied with but which at times present some difficulty; and the third group presented those steps which are problematic. The fourth group determined that the effectiveness of the role of provinces in the use of interventions in terms of section 139(1) of the Constitution is questionable due to the repetition and duration of a number of interventions. In order to address the issue of non-compliance by provincial executives with the steps necessary for the use of interventions, the study recommends the drafting of legislation and formulation of clear policy guidelines which will ensure a consistent, coherent and uniform approach when invoking interventions.

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Saud, Shah. "Contribution of Internal Audit in The Achievement of Corporate Goals - How Internal Audit Contribute In Goal Achievements? : A case of Sweden and Pakistan." Thesis, Management Sciences, Master Program in Business Administration Finance and Accounting, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13958.

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Sinyangwe, Levy. "The role and responsibilities of the Zambian church to alleviate poverty in the community / by Levy Sinyangwe." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9838.

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The biblical revelation is that God is concerned for the needs of the poor; this does not mean that it is good to be in this state. Jesus’ compassion made him to associate with all classes of people regardless of their status in society. His teaching was that good life must issue in service. He ministered to people by meeting their needs and thereby set an example of how the Church should relate to the needy in society. Although poverty has always existed, it does not come from God because all that God does is good; therefore Christian believers in the community have a duty to bring both spiritual and physical changes through their practical way of life. Concern for the poor was an essential aspect of the life and mission of the early Church. The Church in society should have a role of empowering people in both spiritual and social aspects of life and as Christ’s ambassadors on earth, the role of the believer is to engage in the mission he began. Although poverty within Zambia is related to complicated factors at the national and international level, such as debt, trade and aid, effective strategies to improve living conditions must ultimately be established and embraced at household level. Government should take the leading role in poverty alleviation strategies. Corruption remains rampant especially in government institutions, and this is the greatest enemy to the country’s development. Government needs to scale up its corruption prevention programmes and Zambia needs a political will in order to fight corruption and bring up a constitution that is people-driven. Real economic growth should translate into improved health care service, increased employment levels and improved infrastructure. This is not the case with Zambia’s purported economic growth. Economic growth should be encouraged by creating an environment which would encourage Zambians to get more interested in diverse business opportunities. The response of the Church has been to put in place mechanisms that would supplement government efforts in alleviating poverty in the community in which they exist. This has been done by initiating various skills training entrepreneurship programs to empower people with different skills according to their needs, and the current position of the three mother Church bodies, the Evangelical Fellowship of Zambia, the Christian Council of Zambia and the Zambia Episcopal Conference is to engage government in discussion on how best poverty would be alleviated in the Zambian community. Having been a church pastor for many years now, I have been in touch with people at all levels of life, both in church and outside church. Therefore, pastoral work has enabled me to know the level of poverty that people are faced with in the community. I have done a research on this subject in order to find a solution out of this problem. I have approached the research from the Biblical revelation of God’s concern for the poor and impoverished under the terms and conditions of the Old Covenant and assessed the scriptural presentation of Jesus’ compassion for the poverty-stricken as revealed to us by the New Testament accounts. I have further considered the social, moral, political and economic conditions that are currently specific to the Zambian condition and how these might be satisfactorily addressed by the Church. I have also set up questionnaires with regard to poverty and interviewed people from different churches in order to understand why the level of poverty is high in the Zambian community, and how involved churches are in the fight against poverty. From the interviews I have conducted, it has been revealed to me that poverty level is high, and few churches are involved in poverty alleviation programmes. In order to alleviate poverty in the Zambian community, the Church should supplement government effort by getting fully involved in the fight against poverty in the way of providing education, and initiating community based skills training empowerment projects.
Thesis (MA (Pastoral Studies))--North-West University, Potchefstroom Campus, 2013.

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Ghule, Mohan Pimonpan Isarabhakdi. "Role and responsibilities of men in contraceptive practices : a study of male textile employees in Mumbal, India /." Abstract, 1999. http://mulinet3.li.mahidol.ac.th/thesis/2542/42E-MohanG.pdf.

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Unge, Alexandra. "Ett utvecklande arbetslag? : En komparativ studie av pedagogers uppfattningar kring ansvarsfördelning och fördelning av arbetsuppgifter på en förskola i Norge respektive Sverige." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43370.

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Syftet med denna komparativa studie är att få en ökad förståelse för hur ett arbetslag ska utformas och organiseras för att fungera på bästa sätt. Jag vill belysa vilka utvecklingsmöjligheter förskolans personal finner i sin organisation av arbetslaget gällande fördelning av ansvarsområden och arbetsuppgifter, en jämförelse mellan ett arbetslag i en förskola i Norge respektive Sverige. Då förskoleverksamheterna i Sverige och Norge skiljer sig gällande fördelning av arbetsuppgifter och ansvarsområden är det intressant att urskilja vilka utvecklingsmöjligheter som framkommer i respektive organisation. Jag valde att anta en kvalitativ ansats och genomförde totalt sju intervjuer med både förskollärare, barnskötare och förskolechefer på en förskola i Norge respektive Sverige. I min studie har en och samma utvecklingsmöjlighet framkommit i båda arbetslag, bättre förutsättningar för att kunna utnyttja sin fulla kompetens. Jag har funnit att ett arbetslag bör organiseras så att varje individ får möjligheten att utnyttja sin kompetens, genom att synliggöra och utnyttja varandras kompetenser stärks varje individ men också arbetslaget som helhet.
The main aim of this study is to gain a deeper understanding of how a preschool team should be organized to work in the best possible way. A comparative study between a preschool in Norway and in Sweden. The distribution of tasks and responsibilities are different between the countries, to explore improvements the preschool staff´s conceptions of their own organization will be focused. The distribution of tasks and responsibilities are different but the conceptions of improvements may be the same. The empiricial data has been obtained from seven interviews. The participants were preschool teachers, child minders and preschool heads in a Swedish preschool and in a Norwegian preschool. In my study one improvement emerged in both teams, better requirements to make use of their competencies. The conclusion of this study is that a preschool team should be organized in a way that makes it possible to make use of everyone’s competencies.

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Marx, B., and D. Lubbe. "The role of the audit committee in supporting the external auditor's independence and effectiveness." Journal for New Generation Sciences, Vol 8, Issue 3: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/571.

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Published Article
This article discusses the developments and factors that impact on the external audit function, and analyses the role that an effectively functioning audit committee can play in supporting the external auditor's independence and effectiveness. This is done through a literature review of external audit and audit committee developments, and is supported by empirical evidence obtained from assessing the annual reports and from questionnaires sent to the audit committee chairs of the Top 40 listed companies in South Africa. The main findings of the study are that audit committees at the largest listed companies in South Africa are taking responsibility for overseeing the external audit function, but that the disclosure thereof in annual reports was found to be lacking. These findings are of significance as they provide support for the recommendations of King III (effective from 1 March 2010) that all companies should form audit committees and that external audit should be given oversight responsibilities in this regard.

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Shidemantle, Steven Paul. "Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006." Diss., Texas A&M University, 2008. http://hdl.handle.net/1969.1/85923.

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This exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983 (or its inception) and 2006 from three of the most highly regarded educational administration journals. Specifically designed to collect investigative data and information from primary research contained within Educational Administration Quarterly, the Journal of School Leadership, and the Journal of Educational Administration; this research synthesis drew upon various research methods to propose pragmatic insights and proffer an empirically founded response to: What has the educational administration profession learned from the research efforts that were independently conducted, presented, and published about the overall connections between school superintendents and education's technical core -teaching and learning in schools? Results from employing meta-analysis, descriptive synthesis, and thematic synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, these connections have evolved from the traditional connections presently maintained by campus administrators and to new connections that meet the increased responsibilities and complexities of the superintendents' role. The thematic synthesis, reinforced by descriptive syntheses, indicated 15 separate superintendent - technical core constructs that promote new areas for investigation; however, the extent and strength of these constructs have yet to be determined. The impact from the next step suggestions for future research indicate that effects could range from educational administration knowledge base contributions to refining in-practice standards and professional development programs. The possible knowledge base contributions, coupled with specific in-practice elements that demonstrate superintendents' direct impact on the technical core, may be the necessary raw materials from which a foundational framework that clearly redefines the superintendent - technical core connections may be forged by scholars and implemented by district leaders to improve teaching and learning in schools.

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Anthony, Dean Wade. "A Study of the Demographic Status, Actual Role and Ideal Role of the Elementary School Assistant Principal in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331249/.

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This study analyzes the status and job functions of the 546 elementary school assistant principals in Texas during the 1985-1986 school year. It is concerned with the status of the position and the degree of responsibility assigned to the assistant principal for forty-eight specific job functions in the actual and ideal practice. A sample of 125 assistant principals, 125 supervising principals and a population of 135 superintendents whose districts employ assistant principals were included in the study. All three groups completed the role survey instrument. The results were analyzed by using the one-sample chi-square test to determine whether significant differences existed among the perceptions of the superintendents, principals, and assistant principals at the .01 level. The return rate was 60.8 percent for the assistant principals and principals and 84.6 percent for the superintendents.

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Rashidul, Islam Mohammad. "Finding a suitable role and responsibilities of sponsor for managing projects in a public organization : A case study on Södertalje municipality." Thesis, KTH, Tillämpad maskinteknik (KTH Södertälje), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170035.

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Mellen, Bradley Dean. "An investigation into perceptions of non-native English teachers in Shanghai about their English teaching role and responsibilities in secondary schools." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10792/.

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Purpose: The Non-native English (NNE) teachers who teach English as a Foreign Language face unique societal and job-related challenges. NNE teachers have been a significant part of China’s development and educational reform since 1978. The perceptions and beliefs of six Shanghai-based English teachers with varying degrees of teaching experience, while performing their language teaching duties at the secondary school level are discussed herein. While teaching and use of English have been government goals since 1978, observing teaching patterns and the underlying theories at work, have only recently begun to be elaborated upon. Procedures: This ethnographic study, using Grounded Theory analysis, through in-depth interviews and classroom observations; elaborates how English language teaching within China’s educational system and the changes over time affect teacher perspectives. Data collected from in-depth, unstructured interviews were analysed and categorized using Classic Grounded Theory. Continuous, comparative analysis of interview data was carried out, resulting in an understanding of language teaching roles and routines. Classroom observations with accompanying discussion afterwards are described and provide a greater insight into the perspectives of language teachers. Comparison of the perspectives of three generations of teachers gave further insight into how social and educational lives are changing over time. Major findings: Underlying theories uncovered from data analysis are put forth, including: The theory of the dominance of the high-stakes university entrance examination held at the end of secondary school and the teachers’ personal teaching preferences, called ‘inner curriculum’ are discussed as emerging patterns in the thought processes of these teachers. Other emerging theories uncovered in this study included teachers’ consistent interest in and knowledge of their students’ learning processes and progress, and how language teachers responded to ongoing elements of change. This study provides analysis of the inner workings within Shanghai’s English teaching classrooms through the eyes of these teachers.

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Williamson, Vicki, and n/a. "A study of the perceptions of actual and ideal role responsibility of College librarians as held by principals, College Librarians and senior library staff in Colleges of Advanced Education in New South Wales." University of Canberra. Library and Information Studies, 1990. http://erl.canberra.edu.au./public/adt-AUC20050629.141005.

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This study was designed to ascertain, analyse and compare the perceptions of College Librarians and their associates about the role responsibility which College Librarians in libraries in New South Wales Colleges of Advanced Education (CAEs) were actually assuming and ideally should be assuming as part of their role as library managers. Using as its basis a theoretical framework of role and role-related concepts, as developed by social psychologists such as Kahn et al. (1964), a role set group of Principals, Registrars and Senior Library Staff was identified as the survey population. A review of the literature about CAEs and their libraries and overseas studies about the role of library managers assisted with the development of a role responsibility questionnaire. Data from the questionnaire was analysed in respect of actual and ideal role responsibility and any gaps between actual and ideal role responsibility. Gaps between perceptions of actual and ideal role responsibility between College Librarians and associates may indicate a potential for role conflict for persons enacting the role of College Librarian. This study found statistically significant results in respect of both actual and ideal role responsibility between College Librarians and Senior Library Staff, which indicated that there was not clear agreement between the two groups about either the role responsibility currently assumed by College Librarians and that which ideally should be assumed. In respect of the gap between actual and ideal role responsibility, however, there was no statistically significant result between College Librarians and associates, indicating that the potential for role conflict resulting from divergent perceptions between role set groups was not evident. This does not preclude the potential for role conflict from other sources.

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Babins, Sarah Brooke. "From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/368765.

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Educational Psychology
Ph.D.
The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives, and often among practicing counselors’ own perceptions and view of professional identity. While the American School Counselor Association (ASCA, 2003; 2005) strives to provide ethical standards and practices to solidify the professional identity of school counselors and acquire the qualifications and skills to address all students’ academic, personal/social and career development needs, a clear defined definition and perception of the school counselor continues to become solidified. Perhaps this is due to the changing educational horizon, communities, administration, and federal influences of policies and procedures on schools and school districts (Bain, 2012). Whatever the reason, school counselors are faced with a myriad of challenges that make it difficult in today’s educational society to adhere to the social/emotional, post-secondary/career, and academic needs of all students. The American School Counselor Association (ASCA, 2003;2005) has developed the ASCA National Model: A Framework for School Counseling Programs which establishes a structure for effective school counseling programs; however, school counseling programs, credentials, and educational initiatives can be different from state to state. This study examined high school counselors (9th-12th grade) in Pennsylvania, suburban, public high Schools, specifically in Bucks and Montgomery Counties. A quasi-mixed methods, exploratory research approach was used. Nonparametric statistics were run to determine if a significant impact of demographic variables yielded a difference in school counselors’ self-efficacy. Additionally, school counselors were randomly selected to participate in semi-structured, open-ended interviews, examining high school counselors’ perceptions and self-efficacy regarding their roles and responsibilities pertaining to students’ mental health issues. Results indicated that gender, one’s undergraduate degree of education, and years of experience have significant impact on school counselors' self-efficacy, specifically related to certain items on the Counselor Activity Self-Efficacy Scales (Lent, et al., 2003). After content analysis coding, it was also found that school counselors feel high efficacy beliefs associated with specific roles and responsibilities and that self-efficacy beliefs change if counselors perceive a lack of stakeholder support or do not feel they are valued. Some implications for future research might be a longitudinal study of school counselors’ self-efficacy over a given period of time and a larger sample size. It might also be helpful to combine elements of the CASES Scales with other school counselor based scales to form a more unified measurement that speaks to school counselors’ roles and responsibilities that have been identified within this study and expand to specific mental health diagnosis, disorders, and behaviors. KEY WORDS: School Counseling, Communication, Educational Psychology
Temple University--Theses

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Risch, Leslie Sue. "The Development and Understanding of Responsibility through the Role of Ohio 4-H Camp Counselors." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343757858.

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Wright, Simon Robert. "British policing : future roles and responsibilities." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311208.

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Curtis, Bernard. "Roles, responsibilities, and risks in management contracts." Thesis, University of Southampton, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240907.

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Cheong, Peng Niouk Ping. "Workplace supervision of interns : roles, responsibilities & effects." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23712.

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Following survey of the literature on the subject of internship, this study reports the findings on a Canadian-wide survey of organizations providing internship to cooperating educational institutions. The findings point clearly to the high degree of importance these organizations attach to internship and the high level of attention and resources that they commit to supervision of interns. They also point to an absence of full understanding of the role of internship and what it can potentially accomplish for both the interns and the participating organizations. In order to fully realize these potentials, the study proposes suggestions to coordinate internship amongst the cooperating institutions as well as interns.

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Silvarová, Lenka. "Analýza definic činnostních rolí v základních registrech veřejné správy v ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-207009.

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The thesis deals with the topic of basic registers and specific agendas' activity roles that are analyzed based on a questionnaire survey. It gives the basic overview of e-Government and the basic registers of public administration as part of e-Government. Based on the questionnaire survey conducted on particular Land Register and Register offices the structure and definition of the agenda activity roles are evaluated and the thesis identifies the intensity of various activity roles use in practice. It is concluded that the activity roles of A124 agenda are defined in the way that approximately corresponds to the actual execution of the agenda and that all the roles are actually more or less in use. On the contrary, when it comes to A414 agenda, the number of reported roles is quite maximalist. The thesis reveals that some of the activity roles are not being executed in practice at all, or they are in use only at certain offices. 67 % of both A124 and A414 agenda activity roles were proved to be defined the way that fully corresponds to the actual use of these agendas. These activity roles are being used quite often.

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Horvath, Stephanie Grace. "The Roles, Responsibilities, and Perceptions of Registered Dietitians in Sports Nutrition." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302615074.

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Flynn, Marli Faye. "Management roles and responsibilities for Winnipeg's riparian stewardship groups." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0010/MQ32917.pdf.

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McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.

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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.

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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.

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Coffell, Amy Marie. "Hospice Social Workers' Roles and Responsibilities Within Interdisciplinary Hospice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4431.

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The role of the hospice social worker is unclear and misunderstood by interdisciplinary team members due to role blurring, communication challenges, and poor collaboration efforts. This is important because these actions may result in decreased quality of patient care and decreased quality of life for the clinical hospice social workers. The purpose of this action research project was to explore communication, role blurring, professional activities and abilities, and cohesive goals among hospice clinical social workers. The theoretical foundation for this research was the model of interdisciplinary collaboration (MIC) which was used to describe both the concepts of interdisciplinary collaboration and the influences on that collaboration. The research question addressed the 5 concepts of the MIC to fully understand the collaboration challenges identified within hospice interdisciplinary teams. This action research study utilized the design and method of open-ended questions to gather the information using an online questionnaire. The data were coded by the action researcher to yield the key results of 3 main concepts of challenges for clinical hospice social workers (a) underutilization and misunderstanding of skillsets, (b) role blurring among the disciplines, and (c) working toward cohesive goals. A conclusion of this research was that hospice social workers are misunderstood, which presents a spectrum of challenges for the entire hospice interdisciplinary team. Implications for positive social change occurred through recommendations to reduce or eliminate these challenges, thus improving the quality of patient care and clinical hospice social workers' quality of life.

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Bridges, Tracy Raye. "Farm women : roles, responsibilities, and relationship with the environment /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486397841221614.

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Archibald, James G. "The State of the Faculty Senate: Roles, Responsibilities, and Senate Leadership." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304971053.

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Kim, Hyun-Mi. "Gender and individual space-time accessibility a GIS-based geocomputational approach /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117637933.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 191-199). Available online via OhioLINK's ETD Center

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Jonkers, Geraldine. "Roles and responsibilities of forensic social workers in the family violence sexual offences unit." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9072.

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South Africa, notwithstanding her comprehensive legislation, has disturbingly high figures of child sexual violence. These crimes and the low conviction rates should put any role-player within the field of sexual violence to shame. Concerns are raised that, unless trained professionals deal with child sexual abuse victims, we will fail to protect children from abuse and fail in our quest for justice. The South African police, in its efforts to prioritize crimes against women and children, employed forensic social workers. This article presents the results of an explorative study of the role and responsibilities of the forensic social worker in the SAPS. Data was collected from three groups of participants (forensic social workers, state prosecutors and police investigating officers) according to a mixed method approach. Both qualitative (semi-structured interviews) and quantitative (statistical data) methods were therefore employed. The forensic process is designed to answer a question of relevance to the legal system, which makes the role of the forensic social worker very specific. If roleplayers in the field of child sexual offences, however, are not entirely familiar with what forensic social work entails, it could not only complicate matters for the forensic social workers, but it could also mean that their services are not used optimally and effectively. The findings of the study indicate that forensic social workers make a valuable contribution to the successful investigation of child sexual offences; however, in the absence of adequate continuous trainin training, supervision and consultation, they could fail in providing a proficient service.
Thesis (MSW (Forensic Practice))--North-West University, Potchefstroom Campus, 2013.

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45

Miller, Patricia S. "Varsity team sport coaches' perceptions of their roles and responsibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20938.pdf.

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Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.

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Aluebhosele, Dandy, and George Anobah. "CHIEF INFORMATION OFFICERS EVOLVING ROLES AND RESPONSIBILITIES "From Operational to Strategic"." Thesis, Mälardalen University, Mälardalen University, Mälardalen University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5578.

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The Chief information officer (CIO) position has been seen as very important to every organization; this includes organizations that have either outsourced or Insourced their IT function. Various studies have shown that this role emerged as a critical executive position in most organization which helps to shape organizations strategy. CIO has a major responsibility of aligning IT with business strategy that leads to an organization achieving a higher competitive advantage. This work describeD the various roles of the CIO in organizations with a special focus on IT-business strategy alignment.

Based on our investigations from previous research, case studies and current interviews with CIOs, we were able to see that the CIO roles are shifting from operational to more strategic one. The CIO is seen to be the bridge between IT strategy and business strategy. As a result of this, they have close collaboration with the CEOs in order to be successful in aligning IT strategy to the business objectives. In view of this, the CIO plays the role of both the chief architect who designs future possibilities for business and the technology provocateur (Intelligent officer) that aligns IT with business.

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Finn-Pike, Cathy. "The roles and responsibilities of a school principal : an intern's perspective /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0031/MQ47449.pdf.

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Jacks, Almeda Rogers. "Roles, responsibilities, celebrations, and post-presidency aspirations of female college presidents." Connect to this title online, 2009.

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Jordan, Nina L. "Inclusive Education: Related Services Providers' Perceptions of their Roles and Responsibilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7973.

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Studies that expressly define the roles of related service providers in inclusive schools are limited. The purpose of this phenomenological study was to examine the lived experiences of related service providers, specifically occupational therapists, physical therapists, and speech and language pathologists, who practice in an inclusive education setting. An objective was to examine their attitudes and beliefs toward inclusion. This study used role theory as the theoretical framework. Tenets of role theory were used to explain how related service providers have come to understand their roles and responsibilities in the inclusion setting. Purposeful and snowball sampling yielded 10 participants who participated in semi-structured interviews. Data were analyzed using a multistep, phenomenological analysis method. The participants' descriptions of their involvement in inclusion revealed 7 themes: Expert/consultant, evaluator, direct service provider, mainstreaming, methods of collaboration, member of a multidisciplinary team, and documentation. Findings suggest a strong correlation between the perceived roles of the participants and the generic roles reported in the literature. Three themes emerged from their descriptions of their attitudes toward inclusion: general definition of inclusion, social/behavioral effects on inclusion, and barriers to inclusive education. The participants' views on the behavioral and social impact of inclusive education were mixed. Findings inform stakeholders about the day to day experiences of related service providers in an inclusion setting. This study represents a steppingstone toward increasing awareness of school-based professionals' contributions to the educational experience of special education students.

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Dissertations / Theses on the topic 'Role responsibilities'

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