Dissertations / Theses on the topic 'Teacher participation in administration Victoria Case studies'

After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.

The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.

Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.

Thesis (PhD (Education Policy Studies))--Stellenbosch University, 2008.
Since the dawn of democracy in South Africa in 1994, the South African Education System embarked on an all important democratisation process. In schools, this included attempts to dismantle the concentration of powers to include all stakeholders in the governance of schools. Through this, government wanted to ensure that education in its entirety is geared towards development. This includes the birth of the South African Schools Act, which states that a school governance structure should involve all stakeholder groups in active and responsible roles, and encourage tolerance, rational discussion and collective decision - making. This, in spite of the Act, did not prevent schools, particularly black schools, from excluding learners from exercising their democratic rights in terms of the Act. This led to the perennial question underpinning this study: what idea of democratic participation could prevent the exclusion of learner voices in school governance? The study proceeds from using the broad theory of democratic participation to include a liberal democratic approach. It argues for an inclusive democratic participation to enable/promote a stable school environment. The basic concept is that each school governance individual is to be treated equally, and with due regard to his/her actual personal preferences. Three distinct and inseparable methods of inquiry, namely conceptual analysis, deconstructive analysis and the use of narratives, and three forms of data capturing in the form of questionnaires, focus group analysis and journal entries are employed. Research findings revealed six problem areas that had emerged from the data which shows that the situation in the structure of school governance is far from ideal. I then introduced the deliberative democratic school governance (DDSG) perspective as a tentative solution, as it became apparent that quite a number of crucial issues are lacking in the structures of school governance. These uncertainties and attitudes undermine the role of learners in governance and also segregate their legitimacy in the decision - making processes of a democratic state. Deliberative democratic school governance (DDSG) therefore becomes the vehicle through which schools should address the continuous uncertainties and impediments that govern their operations in the school community and the staggering lack of partnership within the school governance structure. I argue and suggest that deliberative processes could be effective if they can be fused with an African culture. The debate has to move from a ‘Western’ deliberative democratic participation model to one that both deals with and addresses the bigger picture of ‘African’ democratic participation which is driven by the belief that a person possessing ubuntu will have characteristics such as being caring, humble, thoughtful, considerate, understanding, wise, generous, hospitable, socially mature, socially sensitive, virtuous and blessed, thus marking a shift from confrontation to conciliation. Finally, the study identifies the need for moral ethics and democratic/social justice to help address the complex societal issues which influence learner outcomes and insists that schools become accountable for creating an authentic supportive school environment for all communities and its role players. Moral ethics, in its fight against violence and crime, will provide a guide for educators, learners and parents. Its aims of ethical living and democratic justice will provide the basis for a framework of balance and harmony within these groups or society.

Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation. The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place.
Educational Studies
M.Ed (Education Management)

西方大学强调同僚管治或者共同管治，认为教师作为专业人员，或者作为大学事务的重要利益相关者，应该参与决策过程，影响决策结果。内地大学近年同样较为关注教师的决策权力，不仅在政策层面明确提出"教授治学"，部分大学更是相继在院系层面成立教授委员会，强调教师在学术事务应该享有发言权。在此背景下，本研究以内地一所研究型大学为个案，探讨教师在日常工作情境中，参与学院层级之课程、招生、教师招聘、职称评定等学术事务决策的制度化过程。
研究发现，校级学术领导享有学术事务的决策权，院级学术领导通常主导相关决策的执行，负责各个环节的任务分工以及不同意见的处理，虽然成立了教授委员会，但其目前仅获得"咨询权"或"知情权"。教师大多听从学术领导的安排，参与部分环节的实施过程，或者承担低层次的行政杂务，而且，多数教师自然而然的接受这种"家长式"的决策方式，较少思考甚至意识到有其他选择的可能。另外，行政部门作为校级学术领导意志的"传声筒"和"守护者"，往往过于注重"通报"决策结果，保证其顺利执行，没有为教师提供发声平台，不同于领导决策意图的意见往往无法上达。
回应制度化过程及共同管治的学术讨论。对于成立教授委员会等新的做法，教师通常无需缜密逻辑思考，而是"自然而然"地认同行政部门下达的程序。目前的做法已为多数教师视为"正常"，并未如西方经验就相关议题进行沟通和对话。行政部门忽视教师不同意见，在一定程度上强化了"家长式"的决策方式，在家长式决策的再生产过程中，扮演了重要守护者的角色。关于共同管治，教授委员会属于"咨询式决策"，只能就有关决策提供意见，结果仍由学术领导作最终决定，教授委员会并未享有真正的决策权。另外，教师在决策过程中倾向于扮演接受者、应对者和抽离者等角色。本研究建议应给予教授委员会独立的决策权，同时为教师参与决策及表达不同意见进一步搭建平台，另外，学校层级亦应下放更多决策权予学院及学系。
Shared governance is highly valued by Western universities. As professionals or the key stakeholders, the academics should be involved in the decision-making process. Similarly, the academic’s participation in university governance has also attracted much attention in Mainland China. "Academic issues should governed by professors" is clearly stated in policy papers, and the professor committees at the faculty level have also been established in a number of universities to enhance the academics’ involvement in the decision-making process on the academic issues. In this context, the study selected a research university as the case to explore the institutionalization process of the way by which the academics involve in the issues such as curriculum, student admission, teacher employment and promotion at the faculty level.
The study observed that university academic leaders made decisions on major university issues; the faculty academic leaders dominated the implementation process and took charge of task division. While the authority remained with the academic leaders, academics were brought into part of the implementation process. More importantly, the academics have already taken the patriarchal way of decision-making for granted; they seldom question, reflect on or even take notice of it. The newly-established professor committee did not obtain the genuine authority to make decisions, and the academics tended to perceive that they had limited participation in the professor committee. In addition, as the "mouthpiece" and the "guardian" of the university academic leaders’ will, the administration departments paid more attention to ensure the decisions of university academic leaders to be implemented smoothly, there was no formal channels for the academics to express different opinions.
In the meantime, this study provided contextualized observations of institutionalization process and shared governance. As for the introduction of new measures, the academics usually need no logical thinking, but accepted the procedures commanded by the administrative department naturally. The patriarchal way of decision-making has been regarded "normal" by most of the academics; there was no communication and dialogue process before the new measures stabilized which is valued by western academics. The administrative departments ignored different opinions which helped to strengthen the paternalistic way of decision-making, and play a key role in the reproduction process of old practices as well. As to the shared governance, the consultative role of professor committee was revealed in the cases, the academics could only offer advice while the academic leaders hold most of the decision-making power. In addition, most of the academics were accepters, copers and disengaged in the decision-making process. Given that, the study suggests the professor committee should obtain authentic and independent power in decision-making. The university should decentralize more authority and autonomy to the faculty level to ensure academics have authentic participation in the process of decision-making.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
朱賀玲.
Parallel title from added title page.
Thesis (Ph.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 223-242).
Abstracts also in English.
Zhu Heling.

问责已经成为教育改革与研究的关键词。无论是西方还是中国，都把建立问责机制视作提高教育质量的重要举措。从教育问责的社会基础出发，国家是公共教育的主要资助者或协调者，他们通过教育视导来保证公共教育质量。但是教育视导人员在当下教育质量保障系统中发挥何种作用，其能动性与职业承诺如何，尚未有充分的研究。中国大陆的教研室作为地方教学质量保障机制，表现出双栖性的职能：教育问责和教师发展。身处其中的教研员如何诠释角色？他们与政府的关系如何，在多大程度上能致力于教师发展？身份建构理论有助于回答上述问题。故本研究以形态衍生理论为视角，选取H市教研员为个案，探讨其在教育质量保障体系中的角色、身份与能动性。
本项质性研究主要通过访谈、观察和文件收集获取资料。共计访谈教研员30名，教育行政领导3名，教师9人。研究者还参与了教研员的集体会议、听评课、教研组展示等活动，观察、记录了教研员的日常工作；并收集了教研员的工作计划，工作简报，教研室内部杂志等文献资料。在转录完所有资料后，利用Nvivo8软件进行编码、解码，建立群组、抽取概念，最终形成论文。研究发现如下：
首先，监督、管理、指导、研究是教研员角色的主要组成部分。在公共教育发展的不同阶段，他们的角色应行政之要求会进行重新排列、组合，内涵也所有发展。其中，来源于优秀教师的教学质量保障人员最先发展起来的是指导职能，因其依附在教育视导系统内部，遂产生了行政权威。1949年之后，这类人员从教育视导系统中独立出来，被称之为教研员，享有行政编制；1990年之后，教研员逐渐从行政编制中退出，教学管理职能未褪，故行政权威犹存。课改背景之下，H市教研员的“研究、“评价职能被强调。但是通过对教研员的工作节奏、角色比喻的分析，发现结构并没有为发展教研员的“教学研究能力提供支持性条件。故行政干预成为教研员角色异化的重要原因。
其次，在课程改革背景下，教研员的社会身份表现出问责导向的特征。因个人关注的介入，在个体层面，教研员的身份建构可进一步区分为四种类型。身份建构表现为结构关注的教研员，实践中以完成各类“课题研究和“项目研究为重任，并从中获得价值认可，对自我的判断是“做研究的人。身份建构表现为结构关注为主，个人关注为辅的教研员，认为最重要的工作应该是教材分析，但实践中花费其时间最多的却实命题工作。他对自己的比喻是“尴尬的“稻草人。身份建构表现为个人关注为辅，结构关注为主的教研员一方面能在实践中坚持自己对教师的指导，一方面明晰问责导向的工作逻辑，并达到两者的融洽。对自我的评价是“一个风风火火的闯将。身份建构表现为个人关注的教研员应付问责导向的工作，并花费额外的时间从事教师指导。从教师的认可中获得职业的成就感。对自我的判断是职场“菜鸟。
再次，不同学科教研员受考试、经验的影响，表现出不同程度的能动作用。高利益考试蕴含的控制性并不能直接决定教研员的能动性，但是教研员的知能水平，及其结构的支持程度，对教研员的能动性和承诺有直接的影响。教研员要致力于教师发展，需兼顾结构的需求，并从中获得个人的成长或者结构的奖励，方能形成稳定的职业承诺。
论文弥补了现有教育质量保障人员研究的不足。从结构与能动者互动的理论视角，分析教研员何以呈现如此的身份建构，对Archer的形态衍生理论做了本土的探索，对西方教育领导理论有所回应。并对教研员的定位与发展提出了政策建议。
Accountability has become the key word in educational reform and educational studies. In western countries as well as China, establishing accountability mechanisms is regarded as an important strategy for the improvement of educational quality. The state, which is the main sponsor and coordinator of public education, attempts to ensure educational quality with varying degrees of supervision. However empirical studies on the role, functions and performance of those who are in charge of supervision, agency in and commitment to quality assurance system are also nebulous. Teaching-research office, a local quality assurance mechanism for teaching and learning in Mainland China, plays a dual role in education accountability and teacher development. How do teaching-research officers elaborate their prescribed roles? What is the relationship between the government and the teaching-research officers? To what extent are they committed to teacher development? Identity construction theory is helpful to addressing the above questions. Therefore, from the perspective of morphogenesis, this study chooses teaching-research officers of H city as a case of investigation by exploring their roles, identities and agency in the educational quality assurance system.
The data of this qualitative research were collected through the adoption of three research methods. First, interviews were conducted with 30 teaching-research officers, 9 teachers and 3 educational administrators. Second, with permission, teaching-research officers’ meetings, as well as class observation and demonstration conducted by teaching-research officers were observed first hand. Third, relevant documents including official newsletters and work plans, internal journals of teaching research offices were collected. Nvivo 8 was adopted to analyze the interview transcripts, field notes of observation, and relevant documents collected for research purposes.
This study has three major findings. First, teacher-research officers played four principals roles: supervisor, administrator, director and researcher. These roles, however, varied in accordance with the governmental requirements and needs in different historical periods. Before 1949, the teaching-research officers were supervisors for educational quality. They were excellent teachers that were recruited by educational supervision institutions, and thus were given with administrative authority. Between 1949 and 1990, these teacher-supervisors were classified as professional teaching-research officers who were in charge of teaching administration and teacher development. Although they were no longer conaidned educational administrators since 1990, the teaching-research officers still maintained a certain degree of administrative authority and exercised influence in educational administration. Since the launch of the 8th curriculum reform in China at the advent of the 21st century, the role teaching-research officers as researchers have been greatly emphasized. Nevertheless, an analysis of teaching-research officers’ working rhythm and role metaphor indicates that the quality assurance system has fallen short of providing support to develop the research competence of teaching-research officers. Consequently, state intervention remains the key factor in defining the role of teaching-research officers.
Second, the social identities of teaching-research officers demonstrate accountability-oriented characteristics in the context of curriculum reform. Personal concerns enable teaching-researcher officers to construct four types of identities at the individual level. Structure-concerns lead certain officer to treat project research as top priority in their practice and allow them to obtain value recognition during research. This type of officers regards themselves as researchers. For those officers who mainly focus on structural concerns, but supplemented their work with individual concerns, analysis of teaching materials one considered the most important aspect of their work while the refinement of test construction consumes most of their times. An awkward “scarecrow is used as their role metaphor. For those officers who mainly focus on individual concerns, but supplemented their work with structural concerns, insist on guiding teacher practice on the one hand, and accept the working logic of the accountability-oriented approach, on the other. Their perpetual task is to maintain harmony between the two. A pathbreaker in haste is the role metaphor adopted. Officers who are individual-concern persons attempt to deal with accountability-oriented work, and spend extra time mentoring teachers. Career fulfillment comes from appreciation of teachers. A rookie is the role metaphor adopted.
Third, the degree of agency and commitment of teaching-research officers varied with their views on public examinations, personal experience, and structural support. It is not public examinations but personal experience that had direct an impact on the agency of the teaching-research officers. Specifically, the knowledge and ability of teaching-research officers, as well as the degree of structural support that they receive, have a direct effect on their agency and commitment. Teaching-research officers who have make a steady commitment to teacher development, have to give consideration to quality structural concerns, and in addressing these concerns, gain personal growth or structural rewards.
This study contributes to filling the void in current research that neglete to the investigation into the educational quality assurance, staff who work for. The perspective of structure-agent interaction is used to analyze how teaching-research officers construct their identities in Chinese educational reform context. It is a local exploration of Margaret Archer’s morphogenesis theory. It enriches western educational leadership theory, and provides policy suggestion on the orientation and development of teaching-research officer.
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.
沈伟.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 367-388).
Abstracts in Chinese and English.
Shen Wei.
Chapter 第一章 --- 导论 --- p.1
Chapter 第一节 --- 研究背景 --- p.1
Chapter 一、 --- 实践背景：新的教育质量内涵需要新的质量保障机制 --- p.1
Chapter 二、 --- 理论背景：教育问责背景下的能动者 --- p.7
Chapter 第二节 --- 研究目的与问题提出 --- p.12
Chapter 一、 --- 研究目的 --- p.12
Chapter 二、 --- 研究问题 --- p.13
Chapter 第二章 --- 文献综述 --- p.15
Chapter 第一节 --- 教育质量保障概念解析 --- p.15
Chapter 一、 --- 教育质量与教育质量保障 --- p.15
Chapter 二、 --- 教育质量控制与教育质量保障 --- p.20
Chapter 三、 --- 教育问责与教育质量保障 --- p.23
Chapter 第二节 --- 教育质量保障：实践模式与存在理据 --- p.25
Chapter 一、 --- 实践模式 --- p.25
Chapter 二、 --- 教育视导的影响：基于实证研究的发现和分析 --- p.35
Chapter 三、 --- 存在理据 --- p.38
Chapter 第三节 --- 教育质量保障系统中的地方教育领导 --- p.41
Chapter 一、 --- 作为教学领导 --- p.43
Chapter 二、 --- 作为合作领导 --- p.48
Chapter 三、 --- 作为系统领导 --- p.52
Chapter 第四节 --- 中国教育质量保障中的教研员 --- p.56
Chapter 一、 --- 当代政策文本中的教研员角色 --- p.56
Chapter 二、 --- 教育理论研究中的教研员角色 --- p.59
Chapter 三、 --- 教研员对其角色的理解 --- p.60
Chapter 第五节 --- 教育变革能动者的身份与能动作用 --- p.62
Chapter 一、 --- 角色、 --- p.62
Chapter 二、 --- 身份建构的途径 --- p.66
Chapter （一） --- “自上而下的身份建构 --- p.67
Chapter （二） --- “自下而上的身份建构 --- p.68
Chapter （三） --- 融合主义的身份建构 --- p.70
Chapter （四） --- 形态衍生理论视野的身份建构 --- p.73
Chapter 第六节 --- 理论框架的提出 --- p.75
Chapter 一、 --- 身份建构的理论框架 --- p.75
Chapter 二、 --- 从形态衍生理论研究教研员身份建构的可行性 --- p.79
Chapter 第三章 --- 研究方法与研究设计 --- p.82
Chapter 第一节 --- 研究问题与分析路径 --- p.82
Chapter 一、 --- 研究问题 --- p.82
Chapter 二、 --- 分析路径 --- p.84
Chapter 第二节 --- 研究方法 --- p.86
Chapter 一、 --- 质的研究取向 --- p.86
Chapter 二、 --- 个案研究为主，历史分析为辅 --- p.87
Chapter 第三节 --- 个案研究 --- p.89
Chapter 二、 --- 资料的收集 --- p.93
Chapter 三、 --- 资料分析 --- p.100
Chapter 第四节 --- 研究可靠性与研究伦理 --- p.102
Chapter 一、 --- 研究可靠性 --- p.103
Chapter 二、 --- 研究伦理 --- p.105
Chapter 第四章 --- 教育质量保障系统中的教研员角色变迁 --- p.106
Chapter 第一节 --- 中国教育质量保障系统的发展：从晚清到现在 --- p.106
Chapter 一、 --- 晚清政府：以教育外在事项为主的质量保证体系 --- p.107
Chapter 二、 --- 民国国民政府：以教育内部事项为主的质量保证体系 --- p.109
Chapter 三、 --- 老解放区：资源匮乏情形下形成的教育质量保证应对之策 --- p.113
Chapter 四、 --- 1949年后：日趋系统化的教育质量保证体系 --- p.116
Chapter 第二节 --- 教育质量保障人员的角色变化与特征：历史的视角 --- p.119
Chapter 一、 --- 晚清政府的视学与劝学员：监督、 --- p.119
Chapter 二、 --- 民国国民政府的视学与辅导员：管理、 --- p.121
Chapter 三、 --- 老解放区的教育巡视员与辅导员：报告、 --- p.126
Chapter 四、 --- 1949年后的督导、 --- p.128
Chapter 第三节 --- 课程改革背景下H市教研员的角色发展：结构的新期待 --- p.131
Chapter 一、 --- 教研制度的正式确立及教研员的角色定位 --- p.131
Chapter 二、 --- H市教研室职能的发展 --- p.136
Chapter 三、 --- H市教研员的角色：群内分工不同 --- p.145
Chapter 第四节 --- 本章结语 --- p.152
Chapter 第五章 --- 教研员的社会身份建构 --- p.156
Chapter 第一节 --- 日常工作中呈现的群体共性 --- p.156
Chapter 一、 --- 以课为载体的教研活动 --- p.156
Chapter 二、 --- 由调研与视导构成的多维评估 --- p.170
Chapter 三、 --- 自上而下的课题研究与教学研究 --- p.178
Chapter 第二节 --- 与群外人员的差别 --- p.184
Chapter 一、 --- “我们眼中的他人 --- p.185
Chapter 二、 --- 他人眼中的“我们 --- p.196
Chapter 第三节 --- 从群体到个体：角色认知与事项排列 --- p.205
Chapter 一、 --- 职能排序 --- p.205
Chapter 二、 --- 工作节奏与事项排列 --- p.216
Chapter 第四节 --- 本章结语 --- p.221
Chapter 第六章 --- 实践：社会身份与个人身份的对话 --- p.224
Chapter 第一节 --- 结构关注：“做研究的人 --- p.224
Chapter 一、 --- 重要任务：提高区域教育质量 --- p.224
Chapter 二、 --- “最高境界与“最重要任务的冲突 --- p.228
Chapter 三、 --- 基于学科属性、 --- p.230
Chapter 四、 --- 不被理解的痛苦与研究的快乐 --- p.232
Chapter 第二节 --- 结构关注为主，个人关注为辅： --- p.236
Chapter 一、 --- 进入市教材编写队伍 --- p.236
Chapter 二、 --- 教师培养：“守正出新 --- p.238
Chapter 三、 --- 职业生命何在？ --- p.243
Chapter 四、 --- 最有压力的是考试 --- p.245
Chapter 第三节 --- 个人关注为主，结构关注为辅： --- p.248
Chapter 一、 --- 从实践教学开始 --- p.248
Chapter 二、 --- 对课程、 --- p.251
Chapter 三、 --- 教师队伍建设 --- p.255
Chapter 四、 --- 研究真问题 --- p.260
Chapter 第四节 --- 个人关注：职场“菜鸟 --- p.264
Chapter 一、 --- 从专业角度来选择 --- p.264
Chapter 二、 --- “不听课不能指导 --- p.267
Chapter 三、 --- 不找校长，不听推门课，不申请课题研究 --- p.270
Chapter 四、 --- “合格就是老师对你的认可 --- p.273
Chapter 第五节 --- 本章结语 --- p.275
Chapter 第七章 --- 承诺是否可能 --- p.280
Chapter 第一节 --- 考试影响下的学科教研工作 --- p.280
Chapter 一、 --- 考试之于语文、 --- p.281
Chapter 二、 --- 考试之于科学教研员 --- p.288
Chapter 三、 --- 考试之于音乐、 --- p.295
Chapter 四、 --- 考试之于拓展、 --- p.303
Chapter 第二节 --- “经验影响下的教研工作 --- p.310
Chapter 一、 --- 为什么选择教研员 --- p.311
Chapter 二、 --- 入职时面临的挑战及应对措施 --- p.318
Chapter 第三节 --- 承诺：从结构能动者互动的视角 --- p.327
Chapter 一、 --- 强控制下的能动作用与承诺 --- p.328
Chapter 二、 --- 弱控制下的能动作用与承诺 --- p.329
Chapter 三、 --- 能动作用的强弱：结构与个人关注的融洽度 --- p.330
Chapter 四、 --- 承诺的“源泉：结构支持或个人收获 --- p.332
Chapter 第四节 --- 本章结语 --- p.333
Chapter 第八章 --- 结论：教研员的角色、 --- p.338
Chapter 第一节 --- 研究结论 --- p.338
Chapter 一、 --- 研究发现 --- p.339
Chapter 二、 --- 研究结论 --- p.346
Chapter 第二节 --- 研究贡献 --- p.352
Chapter 一、 --- 理论贡献 --- p.352
Chapter 二、 --- 政策实践的启示 --- p.359
Chapter 第三节 --- 研究局限 --- p.362
Chapter 第四节 --- 后续研究建议 --- p.364
p.367
p.389

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation.
Educational Leadership and Management
D. Ed. (Education Management)

The study investigated parents’ involvement in managing primary schools in Oromiya National Regional State, Ethiopia. The main concern of this study revolved around the challenges that lead to the decline in parental involvement in their children’s schooling, low stakeholders’ participation in the management of primary schools, lack of awareness of students and their families on the school context that leads to increased rates of learner achievement. Furthermore, the study investigated the existence of conflict in role perception manifested in assuming that schools could play their roles in children’s education without parents’ interference, and both parties working together for their children’s achievements. In the study, a qualitative research methodology was employed. This qualitative study examined parental involvement in their managing primary schools through semi-structured interviews with five primary school principals, five parent –student teacher association chairpersons and 12 parents who had children in elementary school through focus group discussions. The findings of this research were centred around families’ participation in their children’s learning, understanding how parental involvement enhances learners’ achievements, views of schools and teachers on parental involvement, school assistance of parents in their parenting tasks and strategies to allow parents to take part in their children’s schooling. The conclusion drawn from this study is that the Ethiopian educational policy tries to advocate parental involvement in managing primary schools for improving educational quality at its level and through obtaining better family school governance experiences. School principals and PTA chairpersons did not seem to appreciate the possible advantages that could emanate from complete parental involvement in managing elementary schools. The study recommends approaches to manage and use schools, human and material resources, ways to involve uneducated parents in school management to use their indigenous knowledge in their children’s schooling, and parental involvement in managing primary schools in rural and semi-urban areas differs from other situations.
Educational Leadership and Management
D. Ed. (Educational Leadership and Management)

National legislation such as South African Schools Act, No. 84 of 1996 introduced important reforms impacting on school and parent communication. It mandated the establishment of school governing bodies in all schools to ensure that parents participate in their schools and to open an effective way of communication between educators and parents. However, the literature study established that in some schools, mostly the historically disadvantaged black schools, communication between educators and parents is still very poor and mostly ineffective. This study examined the role of the school principals in managing effective communication between educators and parents at schools to ensure that effective partnerships between educators and parents are achieved. A qualitative investigation in two public secondary schools in the Umbumbulu Circuit, KwaZulu-Natal was done. Data were gathered by means of in-depth interviews with the principals of each school, and focus group interviews with the educators and parents of each school and document analysis. The findings revealed the following: relationship between educators and parents is still very poor in some schools, the communication between educators and parents is still ineffective, there is still a lack of parental involvement in some schools, and most schools do not have policies on effective management of communication and comprehensive programmes on parental involvement. The study recommends that principals need to be empowered to effectively manage communication in their schools to ensure effective partnerships between educators and parents, and schools should design their own training programmes conducted by principals or specialists for parents on the importance of parental involvement in the education of their children.
Educational Leadership and Management
M. Ed. (Education Management)