Dissertations / Theses on the topic 'School principals In-service training Victoria'
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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.
Full textMushaandja, Johannes. "Investigating in-service professional development of secondary school principals in Namibia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8215_1184583969.
Full textThe Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.
董廣平 and Kwong-ping Dung. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959350.
Full textKan, Lai-fong Flora. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.
Full textEhrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study." Thesis, Queensland University of Technology, 1997.
Find full textChalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
Full textOliveira, Anthony J. "Ethics and the principalship." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135736/.
Full textKan, Lai-fong Flora, and 簡麗芳. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong: the implication forschool administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627243.
Full textStewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.
Full textSuen, Lee-wa Ann, and 孫莉華. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B4257576X.
Full textMcGowan, Wayne S. "An evaluation of a professional development model for primary school administrators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1141.
Full textLee, Chi-kwong Paul, and 李志光. "A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195649X.
Full textRajnapong, Ranee. "A Delphi Investigation of Staff Development Knowledge and Skills Needed for Primary School Principals in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332654/.
Full textStamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.
Full textMorris, Amelia Marie. "An Analysis of the Management and Leadership Development Training Needs of Texas Principals on the Texas State Board of Education's Core Curriculum." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278600/.
Full textTse, Wing-cheung Alex, and 謝永祥. "The roles of school principals in teachers' professional development for implementing information and communications technologies ineducation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29398964.
Full textToo, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.
Full textNasima, Gideon Emmanuel. "An investigation of the experiences and perceptions of teachers with regards to staff development in a Namibian secondary school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003532.
Full textThobi, Lepono Desmond. "Developing an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province." Thesis, Welkom : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/24.
Full textNewly appointed principals are facing enormous challenges as managers of their schools today. When they are first appointed, many begin their work with a lot of uncertainty, anxiety and frustration due to lack of assistance, guidance and support. As principals of schools, newly appointed principals are expected to perform to the best of their ability in order to ensure that their schools succeed and achieve the best possible results. The constant changes in education require the newly appointed principal to adapt to these changes and to acquire the necessary knowledge and skills in order to implement the policies, regulations and procedures. Without proper guidance and support most newly appointed principals are unlikely to succeed. It is therefore necessary that these principals are exposed to induction and mentoring opportunities in order to capacitate them and enhance their performance and their competencies. Newly appointed principals should first be exposed to an induction programme after their arrival at work. The induction programme should subsequently be followed by a mentoring programme whereby a mentor is assigned to the newly appointed principal. The purpose of this study is to develop an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province. The qualitative approach is used in this study as it seeks to represent reality from the perspectives of the participant, without interfering with or biasing that perspective, in their own words and using their own concepts. To analyse data for this study the researcher used coding in order to categorise data into themes. The findings of this study reveal that all the schools do not have a policy for the induction and mentoring of newly appointed principals. The study also revealed that schools did not have a formal induction and mentoring programme and as a result, there were not enough induction and mentoring opportunities for new principals in their first year as principals. It was also found that no monitoring and evaluation was done due to lack of formal programmes in the schools. It is recommended that a policy for the induction and mentoring programme be formulated in schools. Those responsible for inducting and mentoring newly appointed principals must ensure that the programme is properly managed in order for it to succeed. The induction and mentoring programme should be thoroughly planned in order to meet the needs of the newly appointed principals. Before implementing any programme it is essential that the training needs of newly appointed principals are identified. These needs should then be prioritised in relation to the needs they are intended to serve. The induction programme should have carefully formulated objectives so that the programme can address the needs of newly appointed principals appropriately. It is important therefore that this programme be monitored at all times in order to ascertain whether it is meeting the objectives of the programme. The induction and mentoring programme for newly appointed principals should be evaluated at the end in order to determine the success and impact of the programme on newly appointed principals.
Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.
Full textWong, Ying-fan Verena, and 黃影芬. "To investigate the understanding of principals and teachers of the keyfeatures of the target oriented curriculum (TOC) and their perceptionsof its impact on their teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195912X.
Full text李明基. "在職培訓對澳門學校領導人員專業成長的影響." Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636453.
Full textDigwamaje, Olebogeng Bethuel. "The role of the North West education department in the induction of primary school principals / Olebogeng Bethuel Digwamaje." Thesis, 2011. http://hdl.handle.net/10394/15815.
Full textThesis (MBA) North-West University, Mafikeng Campus, 2011
"中国大陆校长培训过程建构的研究: 以高中校长高级研修培训为例." 2012. http://library.cuhk.edu.hk/record=b5549337.
Full text本研究采用质性研究方法,以中国五个校长培训机构的高级研修培训为个案,探究中国大陆校长培训的过程建构。本研究揭示了培训机构的管理者/专职人员、培训者与参训校长在培训前、培训中及培训后的行为表现与互动特点。在此基础上,研究者进一步分析了他们对校长学习、参训校长与专家的关系、校长培训的认识及这种认识对他们互动建构过程的影响。最后在国家、市场和高校的情境架构中,深入探讨培训机构与国家、高校和市场的关系如何形塑他们对培训的认识。通过上述三个层次的递进与拓展分析与追问,本研究揭示了中国大陆校长培训过程建构的黑盒子,提供了清晰的理解视角。
本研究发现,首先国家、市场、高校是影响校长培训发展的三股外在制度力量。国家从管制、提供和资助三方面影响校长培训的需求和供应。市场被当做国家提升培训质量的工具,在国家的管制下,在实践中发挥着有限的影响。高校则通过校内的部门定位与人员配备影响培训的核心建构过程。国家、市场、高校之间的张力,形塑了关键持份者对校长学习、参训校长与专家的关系和校长培训的认识。目前这种认识以技术控制旨趣为主导,实践中逐渐开始浮现理解实践的旨趣。
其次,在培训过程建构中,管理者/专职人员看似占据主导地位,但在实际的互动中,其与培训者并不存在管理关系,对培训者所讲内容与教学方式的可控性弱。他们能够强制要求参训校长扮演好“学员的角色,但是他们并不能控制参训校长在培训过程中的参与度。
最后,培训中的校长学习主要以授受的方式进行。由于参训校长准备不足、缺乏培训相关性与共同性的协商,在一定程度上呈现出专家主导的特点。在培训结束之后,部分参训校长能利用培训结识各方人员的机会决定是否继续联系管理者/专职人员与培训者。
本研究通过质性的实证个案研究,增进了对在职学校领导发展与培训的理解,在国家、市场和高校的架构中,深化对中国目前普遍的以高校为本的校长培训的理解,弥补了中国大陆现有校长培训与发展研究的不足,同时具有研究方法的意义和研究视角的价值。
Education has been prioritized by competition states to imporve national competitiveness in the global trend of educational reform. Providing professional support and high quality leader training programs for school principals are therefore critical to implementing the ambitious and desirable educational reforms. Various educational policies and measures applied in some countries to ensure the quality and continous improvement of school principal development programs. However, the policies and measures can only matter through the stakeholder’s interative construction process of the training programs. How various stakeholders construct the training process is still a blackbox until now.
This research is qualitative in nature, exploring the construction of principal training process in Mainland China with five training institutions as cases. It presents what administrator/ full-time staff, trainer and principal trainee do before, during and after principal training program, and how they interact with each other. Then, the research analyzes how the stakeholders perceive principal learning, the relationship between principal trainee and trainer, and principal training as well. This research also explores how their understandings influence the interactive construction process. Finally the above mentioned actions, perceptions and interactions are integrated into a larger institutional context in which state, market and higher education institution have shaped the construction of principal training process and ultimately impact on the development of principal training.
This resesearch first finds that the state, market and higher education institutions are the three external institutional forces shaping the context for process construction of principal training in Mainland China. The sttate influences the supply and demand of principal training through regulation, provision and funding. Market as an extended policy instrument from the state to improve program quality, and exerts limited impact under the regualtion of the state. Higher education institutions influence core process construction through department function orientation and staffing. The tension among state, market and higher education institution shapes stakeholders’ perceptions of principal learning, relationship betweeen principal trainee and trainer, principal training as well, which are dominated by technical-control interest while the interest of understanding practice is emerging gradually. In the process construction, administrator and full-time faculty appear dominating the process, but they have little control over part-time trainers either in content or in pedagogy. At the same time, they can contrive the principal trainee to play out the role of trainee, but they can not force their engagement. Principal learning in training is constructed as ‘give and receive’ between the trainer and the principal trainee. In fact, the whole process is dominated by the trainer as a result of unreadiness of the principal trainee, lacking of relevance and negotiation of mutuality. After the principal training, some principals would further use the connections by their own needs.
This research is the first empirical qualitative study focusing on the process construction of school principal training in China. It contributes to the understanding of in-service school leader training and development for school leadership in the university-based training system and fills the gaps of existing principals of training and development research in the Mainland China. This research has its value in research methods attempted and perspectives applied in this kind of studies.
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.
Detailed summary in vernacular field only.
郑玉莲.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 203-217).
Abstracts in Chinese and English.
Zheng Yulian.
摘 要 --- p.1
Abstract --- p.3
致 谢 --- p.5
目 录 --- p.8
图目录 --- p.14
表目录 --- p.15
Chapter 第一章 --- 导论 --- p.16
Chapter 第一节 --- 研究背景 --- p.17
Chapter 一、 --- 西方学校领导培训与发展的变革 --- p.17
Chapter 二、 --- 中国大陆校长培训的实践脉络 --- p.20
Chapter 第二节 --- 研究问题 --- p.23
Chapter 第三节 --- 研究意义 --- p.25
Chapter 第二章 --- 文献综述 --- p.28
Chapter 第一节 --- 学校情境下的教育领导理论的发展 --- p.28
Chapter 一、 --- 领导理论发展述评 --- p.29
Chapter 二、 --- 教育领导理论流派 --- p.30
Chapter 三、 --- 结语 --- p.38
Chapter 第二节 --- 从领导者培训到领导力发展:校长培训理论视角的转型 --- p.40
Chapter 一、 --- 从领导者到领导力 --- p.40
Chapter 二、 --- 从培训到发展 --- p.44
Chapter 三、 --- 结语 --- p.57
Chapter 第三节 --- 学校领导培训与发展实施与研究 --- p.60
Chapter 一、 --- 学校领导储训项目 --- p.60
Chapter 二、 --- 入职与在职培训项目 --- p.61
Chapter 三、 --- 结语 --- p.62
Chapter 第四节 --- 学校领导培训与发展治理架构的调整 --- p.62
Chapter 一、 --- 学校领导培训与发展的治理分析架构 --- p.63
Chapter 二、 --- 国家、大学、市场与学校领导培训与发展 --- p.65
Chapter 三、 --- 结语 --- p.66
Chapter 第五节 --- 中国大陆校长培训研究进展 --- p.67
Chapter 一、 --- 中国大陆校长培训研究全景扫描 --- p.67
Chapter (一) --- 期刊文章 --- p.67
Chapter (二) --- 硕博论文 --- p.71
Chapter 二、 --- 中国大陆校长培训研究评述 --- p.72
Chapter 第三章 --- 研究设计 --- p.75
Chapter 第一节 --- 研究者的认识旨趣与质性研究取向 --- p.75
Chapter 一、 --- 质性的研究取向 --- p.75
Chapter 二、 --- 研究者认识旨趣的澄清 --- p.76
Chapter 三、 --- 研究范畴界定 --- p.76
Chapter 第二节 --- 个案研究设计 --- p.76
Chapter 第三节 --- 个案选择与资料搜集 --- p.77
Chapter 一、 --- 培训机构的选取 --- p.77
Chapter 二、 --- 资料搜集 --- p.79
Chapter 三、 --- 资料编码与分析 --- p.81
Chapter 第四节 --- 研究的可靠性与伦理考量 --- p.82
Chapter 一、 --- 研究可靠性 --- p.82
Chapter 二、 --- 研究的伦理考量 --- p.83
Chapter 第五节 --- 研究阶段 --- p.84
Chapter 第四章 --- 中国大陆校长培训的本土情境与案例机构简析 --- p.85
Chapter 第一节 --- 中国大陆校长培训的历史发展:政策分析的视角 --- p.85
Chapter 一、 --- 中国大陆校长培训发展阶段 --- p.86
Chapter 二、 --- 中国大陆校长培训政策的延续与变革 --- p.90
Chapter 第二节 --- 中国大陆校长培训系统 --- p.96
Chapter 一、 --- 中国大陆校长培训的管理体系 --- p.96
Chapter 二、 --- 中国大陆校长培训的层级 --- p.97
Chapter 三、 --- 中国大陆校长培训承担机构的类型 --- p.98
Chapter 四、 --- 高校为本的校长培训机构 --- p.99
Chapter 第三节 --- 案例机构简析 --- p.100
Chapter 一、 --- 培训机构的分析架构 --- p.100
Chapter 二、 --- 案例机构背景分析 --- p.101
Chapter 第五章 --- 中国大陆校长培训过程建构的全景扫描 --- p.106
Chapter 第一节 --- 培训前的管理者/专职人员独角戏 --- p.106
Chapter 一、 --- 培训前的准备 --- p.106
Chapter 二、 --- 培训前的动态互动关系分析 --- p.112
Chapter 第二节 --- 培训过程中的校长学习 --- p.114
Chapter 一、 --- 校长培训的时空架构 --- p.115
Chapter 二、 --- 校长学习的核心活动 --- p.116
Chapter 三、 --- 校长学习的边缘活动 --- p.123
Chapter 四、 --- 培训过程中动态互动关系分析 --- p.126
Chapter 第三节 --- 培训后的非正式交汇 --- p.128
Chapter 一、 --- 培训后的不同关注点 --- p.128
Chapter 二、 --- 培训后的动态互动关系分析 --- p.130
Chapter 第四节 --- 结语 --- p.131
Chapter 第六章 --- 对校长培训的认识与培训过程建构 --- p.138
Chapter 第一节 --- 对校长学习的理解与认识 --- p.138
Chapter 一、 --- 校长为什么要学 --- p.138
Chapter 二、 --- 校长学什么 --- p.142
Chapter 三、 --- 校长怎么学 --- p.144
Chapter 第二节 --- 对参训校长-专家关系的认识 --- p.145
Chapter 一、 --- 传统的“参训校长-专家关系的认识 --- p.145
Chapter 二、 --- 新型“参训校长-专家关系认识的浮现 --- p.146
Chapter 第三节 --- 对校长培训的认识 --- p.148
Chapter 一、 --- 将校长培训视为一种任务和待遇 --- p.148
Chapter 二、 --- 将校长培训视为一种教学平台 --- p.151
Chapter 三、 --- 将校长培训视为超级市场或信息中心 --- p.152
Chapter 四、 --- 将校长培训视为学习社群 --- p.153
Chapter 第四节 --- 结语 --- p.154
Chapter 一、 --- 技术控制旨趣下的认识及其对校长培训过程建构的影响 --- p.154
Chapter 二、 --- 理解实践旨趣的认识及其对培训过程建构的影响 --- p.155
Chapter 三、 --- 解放旨趣的认识及其对培训过程建构的影响 --- p.156
Chapter 第七章 --- 国家、市场、高校角力下的校长培训 --- p.157
Chapter 第一节 --- 国家对校长培训的影响 --- p.157
Chapter 一、 --- 国家对校长培训的管制 --- p.157
Chapter 二、 --- 国家对校长培训的资助 --- p.159
Chapter 三、 --- 国家对校长培训的提供 --- p.160
Chapter 第二节 --- 逐渐兴起的培训市场 --- p.160
Chapter 一、 --- 校长培训市场的供需方 --- p.161
Chapter 二、 --- 校长培训市场的交换媒介 --- p.164
Chapter 第三节 --- 高校对培训过程建构的影响 --- p.166
Chapter 一、 --- 高校类型及其生存环境的变革 --- p.167
Chapter 二、 --- 培训机构部门设置与功能定位 --- p.167
Chapter 三、 --- 培训师资队伍的构成 --- p.172
Chapter 第四节 --- 国家、市场、高校角力下培训机构能力建设的策略 --- p.176
Chapter 一、 --- 理解校长培训机构能力建设的分析架构 --- p.176
Chapter 二、 --- 不同类型培训机构能力建设策略分析 --- p.178
Chapter 三、 --- 培训机构能力建设的思考 --- p.185
Chapter 第八章 --- 结论与反思 --- p.187
Chapter 第一节 --- 研究发现 --- p.187
Chapter 一、 --- 关键持份者的行为表现与互动特点 --- p.188
Chapter 二、 --- 关键持份者的认识与培训过程的建构 --- p.189
Chapter 三、 --- 校长培训机构与国家、高校及市场的关系及其影响 --- p.190
Chapter 四、 --- 重新理解校长学习 --- p.192
Chapter 五、 --- 中国大陆校长培训过程建构的隐喻 --- p.194
Chapter 第二节 --- 研究贡献 --- p.195
Chapter 一、 --- 理论贡献 --- p.195
Chapter 二、 --- 实践启示 --- p.198
Chapter 第三节 --- 研究限制 --- p.201
Chapter 第四节 --- 后续研究建议 --- p.201
参考文献: --- p.203
附 录 --- p.218
Padayachee, Arunachellan Dayanundan. "The training and development of principals in the management of the curriculum." Thesis, 2012. http://hdl.handle.net/10210/6702.
Full textThe Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.
Potgieter, Frederik Johannes. "Die taak van die skoolhoof in die opleiding van onderwysers in mediagebruik." Thesis, 2014. http://hdl.handle.net/10210/11674.
Full textHarmse, Jan Hendrik. "Die hoof van die primêre skool as onderwyskundige leier." Thesis, 2014. http://hdl.handle.net/10210/9349.
Full textNaidoo, Surendra Vethaviasa. "Leadership development of school principals through communities of practice : a case study of one leadership practice community." Thesis, 2011. http://hdl.handle.net/10413/5656.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
Purmasir, Dhaneshdutt Indradutt Sharma. "An investigation of the role of the principal as public relations manager in House of Delegates secondary schools in the greater Durban area." Thesis, 1993. http://hdl.handle.net/10413/3127.
Full textThesis (M.Ed.) - University of Natal, Durban, 1993.
Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.
Full textDu, Plessis Leon Jan. "Die skoolhoof as indiensopleier in die primêre skool." Thesis, 2014. http://hdl.handle.net/10210/10078.
Full textIn-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe and important role to play in this regard. This study will subsequently focus on the different categories or various types of teachers found in the primary school, because each and every member of the personnel is equally involved in in-service training and the development of the staff programme. A brief look is taken at the influence the curr'iculum,the pupils and the community have on the teacher regarding his or her in-service training. Evaluation of the teachers remains one of the principal's main tasks. The different types of school climates will also be studied, since the nature of the climate of a school to a great extent detel'lllines the effectiveness of the education offered there. If a healthy climate is created, greater productivity will ensue, which in its tum will result in better-equipped and well-adjusted teachers, frolll whose teachings the pupils will benefit greatly. Attention is also paid to the matter of class visits, one of the most general and obvious forms of in-service training. Class visits provide the principal with the opportunity to keep his finger on the pulse of the whole organisation. the five facets comprising the class visit will also be discussed at length, as each of these facets is of great importance to the realisatfon of in-servfce training. For this purpose, formal as well as informal class visits will be dealt with. The important part played by communicatfon is explained and stressed, especially in respect of the primary school. A facet of communication, namely the delegation of tasks, will also be looked into, because of its relevance for the teacher's in-service training. While executfng some of the tasks which the principal cannot possibly find time for, every teacher is being trained and prepared for promotfon. The professfonal growth of teachers has also become a focal point where trainfng for managerial positions is concerned. The deputy headmasters are dependent on guidance by the headmaster. Principals have the responsibility of discreetly and meaningfully stimulating the deputy as well as the other teachers on the staff. The principal who is sincerely concerned with the professional development of his staff contributes successfully towards an in-service guidance programme by including class visits. various types of staff meetings and delegation in his programme • Attention will be given to ways and means by which the principal can apply each of these skill s in order to purposefully stimulate the professional development of his staff. To enable the principal to give meaningful help and guidance in these matters. he should ensure that an open climate prevails at his school. The principal should also have a clear understanding of what can reasonably be expected of a new. as well as an experienced teacher. and he must also clearly formulate his own responsibilities in the training of both. In-service training of the working teacher should naturally be a continuous process. The principal is responsible for the professional growth of his staff and the quality of teaching at his school. He plays an an-important role in the professional development of the teachers on his staff. Continued research pertaining to the training of principals is therefore absolutely essential.
Gwele, Babalwa Linda. "The role of primary school principals in teacher professional development in Ekurhuleni South District." Diss., 2019. http://hdl.handle.net/10500/25805.
Full textEducational Management and Leadership
M. Ed. (Education Management)
"Personeelontwikkeling as taak van die skoolhoof van 'n sekondêre skool binne die Departement Onderwys en Opleiding." Thesis, 2014. http://hdl.handle.net/10210/12885.
Full textAnnandale, George Scott. "Kliniese bestuur en indiensopleiding aan die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/9595.
Full textIn the present dissertation the researcher views in-service training in general, and clinical supervision specifically. This research is specifically aimed at the principals of Afrikaans medium secondary schools under the jurisdiction of the Transvaal Education Department. In-service education describes an informal, systematic program, initiated by the principal. This program aims to provide opportunities for teachers to improve the teaching quality of their classes. In-service education is also aimed at the professional development of staffmembers. In-service education aims at the more effective usage of manpower to promote higher productivity. On the other hand clinical supervision is regarded as teaching supervision where data is acquired through observation of true classroom situations. This pre-supposes a one-on-one interaction between the principal and the specific teacher to improve the quality of teaching. Clinical supervision aims to develop the teacher professionally and improve the quality of his teaching. In view of the aims it is possible for clinical supervision to apply the potential of labour effectively, thereby improving productiVity to the benefit of pupils as well as teachers. The successful implementation of clinical supervision relies on a secure, supportive school climate, characterised by healthy headmaster - teacher relations. In this research the researcher will look at the importance of some dimensions of the principal teacher relationship namely: * * * participating leadership: successful communication and creation of a conducive climate. Before a principal can lay claim to successful implementation of clinical supervision as strategy for in-service education, he has to...
Maphoto, Mosibudi Harold. "The state’s capacitation of school principals : a positivist reflection on the effectiveness of development programmes in Soshanguve secondary schools, Gauteng Province." Thesis, 2016. http://hdl.handle.net/10500/21220.
Full textEducational Leadership and Management
D. Ed. (Education Management)
Phiri, Isaac Tshwarisang. "Clinical supervision as a strategy for educator development." Thesis, 2014. http://hdl.handle.net/10210/9718.
Full textThis research has shown that developing educators who can compete locally and globally within the education sector is to a large extent the responsibility of school principals. The research further shows that educators can be developed effectively through the use of clinical supervision. Clinical supervision in this research is viewed as a strategy to improve the knowledge base, teaching skills and competencies of educators. Furthermore, the research reveals that in today's competitive environment, continuous educator development is key to enhancing the quality of education and classroom practice. One of the major challenges facing school principals today is to continually create and maintain contexts for effective teaching and learning. New demands for survival include the ability to provide better education, accessibility to learnership regardless of the diminishing essential resources. The background, aims, and research methods are provided in chapter one. The qualitative research approach was employed in the investigation of clinical supervision as a strategy to develop educators in the school. The literature search revealed that the principal as the supervisor can use different methods to develop educators. However, clinical supervision was identified as the most effective way of assisting educators to grapple with their day-today actions in the classroom. The data was collected and analysed using the constant comparative method. Focus group interviews were conducted with two groups of educators and individual interviews with two principals of senior secondary schools, in Mantserre Circuit in the Rustenburg District of Education, North West Province. The research revealed that some principals are not aware of clinical supervision as a strategy to assist educators with lesson preparation and effective teaching. In all schools that the researcher conducted interviews, the concept was strange. On the other hand, the research revealed that educators expected their principals to guide them with the execution of their work...
Botha, Marta Mariana. "Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole." Thesis, 2014. http://hdl.handle.net/10210/11499.
Full textLearning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
Kwinda, Ntsumbedzeni Angela. "The instructional leadership role of the school principal in Thohoyandou." Diss., 2002. http://hdl.handle.net/10500/971.
Full textEducational Studies
M.Ed. (Education Management)
Matlhodi, Boitumelo William. "The impact of school management on inclusive education provision in full-service schools in North West Province." Diss., 2019. http://hdl.handle.net/10500/27016.
Full textEducational Management and Leadership
M. Ed. (Education Management)
Mamabolo, Caroline Sejeng. "A phenomenological reflection on the role of the school principal as educational manager and instructional leader in Limpopo Province." Thesis, 2002. http://hdl.handle.net/10500/755.
Full textEducational Studies
D. Ed. (Philosophy of Education)
Venter, Nicolaas van Loggenberg. "Mentorskap van beginner-laerskoolprinsipale vir doeltreffende kurrikulumbestuur." Diss., 2008. http://hdl.handle.net/10500/3043.
Full textBeginnerprinsipale benodig ondersteuning in die vorm van 'n mentorskap- en afrigtingsprogram om die kurrikulum effektief te bestuur en om as kurrikulumleier te ontwikkel. Die doe! van hierdie studie was om die behoefte aan en die vereistes vir mentorskap- en afrigtingsprogramme te bepaal om beginnerprinsipale in effektiewe kurrikulumbestuur te ondersteun. 'n Uitgebreide literatuurstudie is uitgevoer wat die sukses van mentorskap- en afrigtingsprogramme vir beginnerprinsipale aandui en die fokus op kurrikulumbestuur en meer spesifiek kurrikulumleierskap in Suid-Afrika plaas. Die Iiteratuurstudie het as basis gedien vir die empiriese studie wat uit gekombineerde navorsing bestaan het. In die empiriese studie is daar op rolle, verwagtinge, probleme en ondersteuning van beginnerprinsipale gefokus. Daar is verder aandag gegee aan kurrikulumbestuur en -Ieierskap van beginnerprinsipale en die behoefte aan en vereistes vir mentorskap- en afrigtingsprogramme. Empiries is daar bevind dat beginnerprinsipale nie voldoende in kurrikulumbestuur en die ontwikkeling as kurrikulumleiers ondersteun word me. Mentorskap- en afrigtingsprogramme sal hierdie behoefte aanspreek. Die vereistes vir die mentorskap- en afrigtingsprogramme bestaan uit: (1) Verpligte mentorskap- en afrigtingsprogram vir aile beginnerprinsipale; (2) Die gebruik van ervare prinsipale as mentors; (3) Goedgekeurde mentors wat opleiding ontvang; ( 4) 'n Keuse deur die beginnerprinsipaal ten opsigte van sy/haar mentor; (5) Mentors wat kurrikulumkundiges is.
Educational Studies
M. Ed. (Onderwysbestuur)
Munonde, Lufuno Cynthia. "Effective teaching and learning in secondary schools of the Thohoyandou district through continuous professional development programmes." Diss., 2007. http://hdl.handle.net/10500/1274.
Full textTeacher Education
M. Ed. (Education Managament)
Matakala, Vincent Mubiana. "The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia." Thesis, 2018. http://hdl.handle.net/10500/25002.
Full textEducational Leadership and Management
D. Ed.