Dissertations / Theses on the topic 'School management and organization Social aspects Victoria'
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Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
Full textNtoatsabone, Maleshoane Jeanette. "How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.
Full textThe purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.
Rowland, Elizabeth Fraser. "Teacher Study Groups: A Case Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277909/.
Full textWong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.
Full textManyuchi, Raymond Freddy. "The role of civil society organisations/non-governmental organisations (CSOs/NGOs) in building human capability : the case of Africa Community Publishing Development Trust (Zimbabwe)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20086.
Full textENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas.
AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.
Koert, Leon Anthonio Sameul. "Die bestuur van die skool as 'n leergemeenskap." Thesis, 2014. http://hdl.handle.net/10210/10316.
Full textTraditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.
Katis, Jenny. "The Dynamics of Ethnic Entrepreneurship: Vietnamese Small Business in Victoria." Thesis, 2017. https://vuir.vu.edu.au/32618/.
Full text"A study of the impacts of external environment on school organizational health." 2001. http://library.cuhk.edu.hk/record=b6073352.
Full textThesis (Ed.D.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
Visser, Elsie Cecilia. "Situasionele leierskap : 'n bestuurstaak vir die departementshoof." Thesis, 2014. http://hdl.handle.net/10210/10311.
Full textSituational leadership can be very effective in schools if applied correctly. It is therefore essential for the head of department to know exactly what situational leadership is all about. Situational leadership is defined by the Hersey and Blanchard as follows: Situational leadership is based on an interplay among: the amount of guidance and direction (task behaviour) a leader gives, the amount of socio-emotional support (relationship behaviour) a leader provides, and the readiness level displayed by the followers in performing a specific task, function or objective. There is unfortunately no one best way to influence teachers. It is of the utmost importance that the head of department must have the ability to diagnose and interpret the situation correctly in order to adapt his style accordingly. The leadership style of the head of department will therefore match the maturity level of the teachers. The ultimate goal will be the effective changing of leadership style from telling to selling to participating and eventually to delegating. The teachers will then be able to function independent and autonomous. The influence of various management models and-theories will also be dealt with in this research. The model of Hersey and Blanchard most probably originated from the model of Tannenbaum and Schmidt. Situational leadership is accepted worldwide as effective and functional if applied correctly. The correct application will thus result in effective teaching and positive results in that specific department. It is therefore an indisputable fact that situational leadership has a positive influence on teaching and educating if applied efficiently.
Bennett, Magdalena. "Three Essays on Causal Inference for Observational Studies." Thesis, 2020. https://doi.org/10.7916/d8-7epe-kt10.
Full textMashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2014. http://hdl.handle.net/10210/8926.
Full textDuff, Megan. "A detour in school improvement journeys: A mixed methods analysis of school change during the COVID-19 pandemic." Thesis, 2021. https://doi.org/10.7916/d8-9sh2-en53.
Full textMashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2012. http://hdl.handle.net/10210/6376.
Full textThe aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.
Vazquez, Cuevas Marisol. "Effective Schools for Low-Income and High-Achieving Students in Mexico." Thesis, 2016. https://doi.org/10.7916/D8FJ2H10.
Full text"社會資本轉化: 弱勢小學在類教育市場逆轉重生的策略 = Social capital transformation : the strategies of turnaround school in quasi-education market." 2015. http://library.cuhk.edu.hk/record=b6115505.
Full text本文採用質性研究方法,邀請兩所位於不同貧窮社區的小學接受研究。兩所小學同樣經歷逆轉重生,其中一所小學甚至兩次殺校。在具體田野操作方面,本文採用民族誌研究方法,筆者透過長時間參與觀察、深度訪談、比較閱讀,整理兩所學校由殺校至今的逆轉發展脈絡。
研究結果發現,兩所能夠成功逆轉重生的學校從:宏觀層面、中介層面和微觀層面,均能啟動和累積社會資本,並轉化為不同類型的資本,包括:文化資本,經濟資本等,以支援學校的非常態運作,避過殺校宿命。此外,研究發現兩所學校的教師團隊同樣呈現一條由社會資本轉化為教學專業資本的脈絡,並在校本課程的編訂和教學法的探索得到成效,讓學生學習蒙受其利,這是學校逆轉的背後策劃能量。
本文期望教育領導人士能重新理解類教育市場脈絡的多端力量,並希望教育領導者了解學校在類教育市場的定位。另外,本文希望讓所有學校持分者重新理解社會資本在教育場域的正面能量。當中尤以校長為核心,啟動和轉化學校社會資本,他的信念和力量將是領導學校逆轉重生,以至持續發展的關鍵。
最後,本文無意為弱勢學校逆轉重生的現象下定論,限於資料收集的局限、類教育市場脈絡、社會資本概念的複雜性,本文主要通過現有的材料和論據,為香港弱勢社群教育這個領域作為開拓研究的鋪墊。
This thesis attempts to answer the question about how a disadvantaged primary school experienced turnaround in a Quasi-education market.
This is an ethnographic study, employing qualitative methods. Two primary schools from two low-income districts were invited to participate. They both suffered from "school closure"(殺校). One of them even went through it twice. Ethnographic research was conducted with Participant Observation, In-depth Interview and Comparative Reading throughout the research duration.
The results of the research showed that two turnaround schools mobilized and accumulated social capital and transformed it into other forms of capital, such as cultural capital and economic capital, in order to support the schools’ contingency plans on macro, meso and micro levels.
Another finding is that the teaching teams of the two turnaround schools also showed a path of transforming social capital into teaching professional capital, including school-based curriculum designs and research into teaching methods. These efforts of the schools succeeded in creating a favorable condition for them not only to survive, but to flourish.
This thesis hopes to call attention to two important facts:
1. Education leaders can benefit greatly from alerting themselves to the Quasi-education market and its related concepts, and also assessing the position of their own schools in it.
2. Stake-holders, especially school principals, are shown to be capable of mobilizing and transforming school social capital. His or Her faith and strength are the foundation power of turnaround schools and also their sustainability.
My goal is not to draw a conclusion about turnaround schools in general. Instead, my humble task is to launch an exploratory study of these schools in order to highlight the possibilities open to such schools. Lastly, this research paves a way for future development of studies of the education of disadvantaged groups in Hong Kong.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
吳偉強.
Parallel title from added title page.
Thesis (Ed.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 321-331).
Abstracts also in English.
Wu Weiqiang.
Roopram, Jotsana. "Exploring my role as Head of Department : an autoethnography." Thesis, 2012. http://hdl.handle.net/10413/9204.
Full textMfusi, Bhekuyise Johnson. "Needs and challenges in managing educators with HIV/AIDS." Diss., 2011. http://hdl.handle.net/10500/4795.
Full textFurther Teacher Education
M. Ed. (Education Management)
Buchel, Adriana Jacoba. "The leadership role of the principal in dealing with the impact of HIV/AIDS in South African schools." Thesis, 2006. http://hdl.handle.net/10500/1956.
Full textEducational Studies
D.Ed.
Yao, Haogen. "The Determinants of Post-Compulsory Education Decision in Rural China: With an Analysis of a Grassroots NGO Intervention." Thesis, 2016. https://doi.org/10.7916/D8HH6JWD.
Full textFeng, Na. "Essays on Education, Political Movements and Income Growth in China." Thesis, 2016. https://doi.org/10.7916/D84M94JQ.
Full textSouls, Jacobus Abram. "The changing role of the secondary school principal in building sustainable communities." Thesis, 2005. http://hdl.handle.net/10500/1756.
Full textEducational Studies
M.Ed(Education Management))
Lekganyanye, Seja Annah. "Managing learner misconduct in Ntoane Village secondary schools." Diss., 2011. http://hdl.handle.net/10500/4605.
Full textEducation Management
M. Ed. (Education Management)
Du, Preez Marika. "Motion leadership towards sustainable development in Canadian secondary schools in Alberta province." Diss., 2017. http://hdl.handle.net/10500/23783.
Full textEducational Leadership and Management
M. Ed. (Educational Leadership and Management)
Tikana, Nobulungisa. "Managing the counselling of primary school learners affected by HIV/AIDS." Diss., 2008. http://hdl.handle.net/10500/3219.
Full textEducational Studies
M. Ed. (Education Management)