Dissertations / Theses on the topic 'Victorian government secondary schools'
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Ertan, Naciye, and res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study." Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.
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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.
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Daniels, Ray Education Faculty of Arts & Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.
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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
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Lau, Hon-wah, and 劉漢華. "Factors that motivate teachers in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.
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Lau, Hon-wah. "Factors that motivate teachers in government secondary schools." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.
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Laffan, Carmel Therese, and res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.
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This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
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Sturmfels, Michael S. "A qualitative study of staff stress, morale and well-being in Victorian government schools /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6668.
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Gaudry, Brendan Paul. ""The efficiency and efectiveness of secondary schools in South Australia : a comparative study of government and non-government schools" /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EC/09ecg267.pdf.
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Arzu, Hernandez Ethel Mae. "The Leadership Roles of Secondary Schools Department Heads at Two Government Schools in Belize." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/468.
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This study examined the leadership roles of secondary schools department heads at two government schools in Belize. Seven participants participated in the study and data regarding their perceptions of their leadership roles were collected through open-ended semi-structured interviews. Relevant sections from Belizean education documents were purposefully selected based on their relevance to the study. Documents were used to enrich the interview data.
Three data analysis strategies—content analysis (Patton, 2002), inductive analysis (Hatch, 2002), and educational criticism (Eisner, 1998)—were used in the study. Discussion of the analysis was based on the following three themes: (a) build instructional capacity, (b) increase learning opportunities for students, and (c) provide technical and vocational teachers access to professional training and development in technical and vocational education. The themes are perspectives from which to view and understand the leadership roles of secondary school department heads at two government schools in Belize.
Three major conclusions resulted from this study. One, secondary school department heads at the two government schools in Belize are school leaders whose multifaceted role includes myriad duties, responsibilities, and obligations. Two, department heads are street-level bureaucrats who implement and enforce policies and regulations through their classroom routines and the decisions they make. Three, policymakers, school management, and department heads need to invest in sustained professional training and development activities that are specifically designed for department heads. Implications for policy and practice include the need to establish minimum professional selection criteria for the role of department heads, expand the capacity of teacher training institutions, and foster a culture that supports and nurtures shared instructional leadership and learning among department heads.
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Imoni, Raphael Isibor. "Leadership distribution in government secondary schools in Nigeria : fact or fiction?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51759/.
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There are established notions about the importance of distributed leadership in school leadership practice. Theory and research on this currently popular leadership model mostly emanate from western contexts, notably Australia, UK and the USA. It has been portrayed as an emergent model, with professionals choosing to initiate leadership in schools and classrooms. It is closely linked to teacher leadership, because distribution invariably involves teachers. This thesis focuses on leadership practice in selected secondary schools in Nigeria, from a distributed perspective. It is based on research in Edo state, using a multiple case study design. Nigeria has a centralised education system and schools tend to have a typical hierarchical structure. This raises the question about whether and how distributed leadership can operate in such a hierarchical context. The findings show that distribution occurs in the four case study schools but that it is largely allocative, rather than emergent, with school principals allocating tasks and, to a lesser extent, roles, to teachers and leaders. The case studies indicate that hierarchical distribution of school leadership can be accomplished through such allocative distributed leadership, with distribution occurring to those who occupy both formal and informal leadership roles. The research raises questions about the differences between this mode of distribution and established notions of delegation and explores this distinction. The thesis examines a globally significant leadership model and applies it to the under-published context of Nigerian secondary schools. The research is likely to be relevant to other centralised systems considering whether and how to adapt their leadership and management practice.
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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.
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Rennie, Robert Wylie, and res cand@acu edu au. "The Phenomenon of Problematic School-Related Absenteeism." Australian Catholic University. Education (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp156.30052008.
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This research was concerned with the phenomenon of problematic school-related absenteeism (PSRA) within the Victorian secondary school system with particular reference to middle schooling. The study investigated categories of PSRA, identified major risk factors associated with PSRA, and outlined outcomes relevant to selected school-based strategies employed in the management and minimisation of PSRA. A review of literature was undertaken that identified a number of major categories and risk factors that were associated with PSRA. Subsequently, a conceptual framework was developed. It was the conceptual framework underpinned by the research questions that guided the research design and the collection and analysis of data. Five research questions underpinned this research. The primary research question was:
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Tan, Chin Kern Joseph. "Leadership and the strategic planning process in two government secondary schools in Singapore." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7808.
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This thesis centres on the research problem of leadership and strategic planning processes in two Singapore government secondary schools, both of which were engaged in the strategic planning guided by the School Excellence Model (SEM) Framework launched in 2000. Many schools are apprehensive toward this mandatory requirement. They are unclear of the strategic planning approach, process, or model to adopt. This study investigates how the strategic planning process was established and managed in two contrasting case schools, and expounds on the factors influencing the strategic planning processes in each school. Emanating from the aims, the study seeks to address the following research questions: First, what do school leaders and teachers understand by strategic planning? Second, what are leaders’ and teachers’ perspectives on how schools develop their strategic plans? Third, what are leaders’ and teachers’ perspectives on how the strategic plan is implemented, managed and led? Fourth, what are the perceived helping and hindering factors engaging in strategic planning? In addressing the research questions, a case study approach and qualitative research methods using interviews, non-participative observations, and documentary analysis were employed to elicit in-depth information from school leaders and teachers of two contrasting schools, one deemed successful and the other less so, in implementing, leading and managing the strategic planning spectrum. Key findings, inter alia, suggest that the principal’s approach to leadership of the process of strategic planning greatly influenced the likelihood of successful implementation, influencing and shaping the approach of other senior staff and teachers. In particular, a more democratic and consultative approach inspired staff more to execute the plan compared to command and control –something of a paradox for Singaporean schools, given their centralised culture. Findings also affirmed that time allocated for strategic reviews at planning meetings, coupled with effective communication strategy to involve stakeholders, can enhance strategic thinking and capability of staff.
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Alajmi, Saad Shaji Saad. "Factors influencing information and communication technology implementation in government secondary schools in Kuwait." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3682.
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Over the last few decades, Information Communication Technology (ICT) has become increasingly important in all organisations in modern societies including schools. Expectation about ICT and its role in developing and transforming the educational process through its inclusion in the daily school environment is increasing in many developed and developing countries. Many researchers and practitioners are involved in exploring and investigating ICT implementation in the learning and teaching process in secondary schools. This research explores and investigates influential factors and barriers surrounding ICT implementation in government secondary schools in Kuwait from the perspectives of students, teachers and expert educators. The study is executed through two phases: an exploratory pilot study, (see Appendix 11), and this deep investigating study. The exploration and investigation process of this study focuses on six main areas: the ICT policies and strategies in the Ministry of Education, the readiness of school environment for ICT implementation, teachers' views regarding ICT, surrounding socio-political factors, other main barriers to ICT implementation and, finally, the main requirements for better ICT implementation. The research has adopted a sociocultural approach whereby research problem has been explored and investigated through different individuals in different contexts that are related directly or indirectly to ICT implementation in government secondary schools. Data, as well, has been collected through a wide range of probing methods such as documents, self-managed questionnaires and interviews in order to answer the research question. The pilot study explores the research situation through 52 students and four teachers and in this main study 306 teachers were investigated through questionnaires and 15 teachers and expert educators were interviewed. The findings indicate that Government of Kuwait and the Ministry of Education have a strong intention to implement ICT in secondary schools and have already executed many related practical steps. The study also reveals that most teachers have positive views towards ICT. However, findings also show that the school environment is not yet ready for ICT implementation and that policy and decision-making processes are suffering from a lack of clear vision and instability. The surrounding socio-political factors have a negative impact on educational policy in general and ICT policy in particular. This research also identifies some other barriers to ICT implementation and, finally, highlights some requirements for improving the implementation of ICT.
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McLain, Richard Dalton. "The evolution and expansion of the Victorian English public schools : a comparative case study of Blundell's, Clifton, Eton, Lancing and The Leys." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288702.
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Binti, Roslena Pdis Haji Johari. "Lower secondary science teachers' conceptions of, and approaches to, teaching and learning in government secondary schools in Brunei Durassalam." Thesis, University of Nottingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546242.
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Judd, Chinwe Jane. "Biology teachers' and senior secondary students' perceptions about problems of teaching and learning ecology in state government secondary schools in Nigeria." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426169.
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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
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Kridler, Jamie Branam, Mary R. Langenbrunner, Karen Neef, and Terry Cutshaw. "Community House Cooperative: A Model for Collaboration and Building Partnerships with Community/Government Agencies, Universities and Secondary Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3486.
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Chan, Wai-fat. "The Hong Kong appraisal system : problems and issues in its implementation and perceived impacts in Government-funded secondary schools." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2527/.
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The Education and Manpower Bureau (henceforth EMB) requested that all government and aided schools have an open and fair staff appraisal system put in place by the end of the 2001-02 school year, with a view to enhancing the professional development of teachers. This research was conducted to explore the problems and issues in its implementation and to assess the perceived impacts of the scheme in terms of exactly how the attitudes and behaviours of teachers have altered under the mandatory teacher appraisal scheme. Also, as teacher appraisal is an educational practice lifted from Western societies, whose culture is significantly different from that of Hong Kong, this research attempted to explore how Chinese culture might affect the implementation and practice of teacher appraisal in Hong Kong. In this research, a total of 21 problems was identified. They can be classified into three overlapping categories, namely, problems associated with the accuracy of assessment, problems associated with personnel, and problems associated with the appraisal scheme itself. Three of the Chinese cultural dimensions; low uncertainty avoidance, possessing neither masculinity nor femininity, and high power distance, were perceived to produce a negative impact on the appraisal process. The fourth cultural dimension, collectivism, was perceived to produce a neutral impact on the appraisal process. Among the six Chinese cultural values studied, only the concept of trust between friends was perceived to produce a positive impact on the process of appraisal. The concept of maintaining harmonious relationships and conflict avoidance was perceived to produce a neutral impact on the process of appraisal. The other four Chinese cultural values; the concept of face saving, connection and human feelings, the concept of reciprocation, and respect for age and seniority, were perceived to produce a negative impact on the process of appraisal. The research concluded that the implementation of a teacher appraisal scheme was perceived to produce a positive impact on all aspects of teaching behaviours, teacher relationships, teacher knowledge, teacher attitudes, and summative outcomes.
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Nongubo, Mphuthumi J. "An investigation into perceptions of learner participation in the governance of secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015747.
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The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
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Mulford, David John, and n/a. "The Secondary Head of Department Professional Development Requirements, Expectations and Directions." University of Canberra. Education, 2007. http://erl.canberra.edu.au./public/adt-AUC20081201.154838.
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The study sought to hear the voice of the Head of Department (HOD) in independent, non-government
secondary schools in the ACT Region on their changing leadership role and their recommendations for targeted professional development.
Heads of Academic Departments (HODs) face significant challenges by being in the middle of the organisational structure of a secondary school. They are required to be competent change agents for whole-of-school "macro" initiatives on one hand, yet on the other hand foster "micro" initiatives that support effective learning and teaching in individual classrooms. HODs deal on a daily basis with a broad range of important school issues that include influencing people; management; departmental structures; administration; leadership; student success and progress; educational theory and practice; department and school culture; communication; parents; external educational bodies; professional development; up-to-date pedagogy; and their own teaching and learning. There is frequently a lack of clarity of expectations about their role in a rapidly and ever-changing school system. The incumbents have rarely received targetted professional development for this crucial middle-ranking leadership position.
The study describes and analyses the findings of detailed research with 24 Heads of Department and six Professional Development Coordinators at six independent, non-government
secondary schools. The prime focus was on the changing leadership expectations of Heads of Department and, as a result, the professional development required to support the emerging requirements and expectations of and the directions for the role. The study followed an earlier Dinham et al. (2000) research project, of which I was one of the researchers, into the roles of Heads of Department in independent, non-government secondary schools. The study used analysis of existing job descriptions of Heads of Department, structured interview questionnaires that required quantitative categorisation and analysis, and open-ended interview questions requiring qualitative analysis. The respondents were all leaders of a major academic department within an independent, non-government secondary school.
The five major themes that developed were the forces acting upon and tensions experienced by the Head of Department whilst maintaining credibility as an excellent teacher; the relatively newly developed Professional Development Coordinator role; the definition of the
leadership approach, resultant implications and, as a result, the alternative structures that secondary schools are examining for academic leadership; communication between the middle ranking subject leaders and their senior executive; and the targetted professional development required for the changing role of a HOD.
In independent, non-government secondary schools, the department structures and leadership quality can be powerful forces to assist or resist any reform agenda. Effective leadership of these academic departments becomes important to secure a constant quest to improve the quality of learning and teaching; to improve student outcomes; to nurture staff for more senior leadership positions and to transfer the benefits of a distributive leadership to more staff.
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Gleeson, Elizabeth Anne, and res cand@acu edu au. "Set Text Study: a Collective case study." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
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This thesis investigates the practice of set text study as it is encountered within the English curriculum of a Victorian secondary school. The study evolved from a range of concerns to do with the researcher’s own teaching and the attitudes being expressed in her school community. It developed into an investigation of the student experience of reading, and of studying the required texts in subject, English This research aims to: • provide understanding of the development of set text study and to consider whether this construct is meeting the goals of contemporary English teaching examine both the beliefs which underpin the practices and the practices themselves provide greater understanding of the way students experience this aspect of their school learning consider how notions of transformation, insight and emerging identity through literature study fit with student experience Five guiding research questions address the issues which gave rise to the study. These questions provide a focus and structure throughout the research process. The questions address issues of: students’ school and non-school reading practices, enjoyment, beliefs about learning, ideology and specifically, the potential influence of textual representations of suicide and adult characters on a teenage student’s emerging sense of self. An overview of key theoretical positions on the act of reading situates the attitudinal and theoretical aspects of this research. The practical orientation of this study is situated alongside research on the experience of reading and of teaching literature, both from Australia and overseas. This thesis adopts a phenomenological approach within a constructivist framework. A qualitative methodology using a case-study approach, allows for the prolonged engagement necessary to explore the research questions and develop the sort of relationship necessary to facilitate the in-depth and reflective responses being sought. In-depth interviews (both face-to-face interviews and on-line chat sessions) are the primary data-gathering tool. In reporting the findings, the student voice is privileged. Practical and theoretical notions of communication and language are explored. The processes used to undertake this research are reflected upon and some possibilities for incorporating some of these methods into a school learning context are considered. While the focus of the study is to increase understanding of individual experience, some clear findings emerge. Although reading played an important part in the non-school lives of most of these students, the school experience of reading was more often than not, disappointing. Key factors which students perceived as contributing to their lack of enjoyment and satisfaction included: text choice, lack of challenge in lesson content, the sameness of the associated tasks, the behaviour of peers and lack of opportunity for having their opinions heard. Almost conversely, the students who gained greatest satisfaction reported on: particular texts, the creativity and scope for individual input of required tasks, teacher involvement, more positive class interaction and specific modelling by teachers of required tasks. The thesis concludes with recommendations for structural support (both whole school and classroom) to enable the positive shared reading experiences to become the experience of more students. It challenges the sanctity of the set text and offers a range of alternatives. In calls on teachers to consider the implications of entering a continuing story of students’ reading and to work at developing better ways of incorporating components of effective non-school reading practices into school reading practices. The concerns regarding the potential negative influence of set texts on a student’s identity were not validated in this research. However new concerns for students’ well being did emerge. The research indicates that set texts can make a difference to the quality of students’ lives. By incorporating a range of texts and class activities, by knowing students as well as possible, and by fully engaging as co-readers, teachers are in a better position to minimise student distress and to attend to the work of creating democratic reading environments with the greatest potential for reading success for everyone.
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Lam, Chung-wai Simon, and 林仲偉. "A study of the religious education in Hong Kong Catholic secondary schools in facing the change of sovereignty in 1997: policy, practices and prospective changes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959477.
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Sehuhula-Mooketsi, Bojelo. "An analysis of school library use in Government Aided Community Junior Secondary Schools in Gaborone city and the Southern district in Botswana." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10803.
Full textAbstract:
Bibliography: leaves 106-110.School libraries can have a significant impact on students' academic performance and the quality of learning. This thesis explores the factors surrounding school library use or non-use of school libraries in Government Aided Community Junior Secondary Schools (GACJSS) in Botswana. Background information pertaining to the quality of teaching and learning in GACJSS in Botswana is provided, highlighting policy statements towards the improvement of the quality of learning.
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Tanner, Janet Jeffery. "Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.
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Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective.
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Connolly, Maria Josephine. "The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools." Thesis, University of Canterbury. Geography, 2013. http://hdl.handle.net/10092/7903.
Full textAbstract:
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process.
Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data.
The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009.
Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
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Wright, A. J. "Contested images of the school : a post-Marxist analysis of education policy under the New Labour government and the divergent approaches to its implementation in English secondary schools." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605577.
Full textAbstract:
This thesis provides a detailed and contextualised account of the New Labour government's education policy from a post-Marxist perspective, with the aim of understanding the complexities and paradoxes of policy implementation in secondary schools in the UK during this period. While Marxism has remained a dominant critical app roach to the study of education, J argue that its ontological commitment to economic necessity limits the scope of its critical and explanatory power. Other approaches, such as functionalism and interpretivism, also contain theoretical shortfalls that prevent a comprehensive understanding of education. Drawing on poststructuralist theory to rearticulate key concepts in Marxism, I show how a post-Marxist approach can provide a deeper critical explanation of the pol icy process and the micropolitical tensions that affect the way policy is implemented within the school. My empirical investigation identifies a particular tension in New Labour's education policy discourse, between two seemingly incompatible strands: neoliberal modernisation and social cohesion . Through a genealogical analysis of the policy discourse, I reveal how this tension emerged and became articulated in the policy texts and speeches of the New Labour government. Moreover, I reveal how this tension developed as New Labour attempted to consolidate the previous Conservative government's neoliberal agenda while also renegotiating a historical schism in the labour Party between the discourses of 'gradualism' and 'radicalism'. In order to understand how New labour's pol icy discourse, and the tensions existing within it, played out in schools, I undertake in-depth research in two secondary schools in England . This research, which included open interviews, focus groups and Q-method analysis with staff and • pupils, is collated into two case studies. These case studies identify the specific micro political logics that led the schools to develop radically different approaches to implementing policy.
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Leggett, Gemma. "A changing picture of health : health-related exercise policy and practice in physical education curricula in secondary schools in England and Wales." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/5757.
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This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.
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Daniels, Ray. "The management of change in six Victorian secondary colleges /." 2001. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20020604.120324/index.html.
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Casey, Vanessa. "JOB STRESS AND ORGANIZATIONAL COMMITMENT OF TEACHERS AT DENOMINATIONAL AND GOVERNMENT SECONDARY SCHOOLS IN BELIZE." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78733385100894604069.
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Ghoord, Ebrahim. "Policy lessons from assessing computer-use in secondary schools in a provincial capital, Polokwane." Thesis, 2014.
Find full textAbstract:
Thesis (M.M. (ICT Policy and Regulation))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2013.This study examined different elements within the classroom, school and environment in order to establish their influence on technology implementation in schools. A review of the literature suggests that the integration of computers in schools is influenced by a number of separate but inter-related factors. If technology implementations in schools are to achieve the desired objectives as outlined in the e- Education White Paper, it is important that such efforts are cognizant of the unique characteristics of each school setting. Eight schools in Polokwane (Limpopo, South Africa) were chosen for this study, which was intended to evaluate current technology integration efforts against existing policy; and to see what policy lessons may be drawn from this.
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Isaac, Goitsemang Gladness Boitumelo Wadikonyana. "Information literacy among Form Five students at the four government senior secondary schools in Gaborone, Botswana." Thesis, 2002. http://hdl.handle.net/10413/3325.
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The study investigated the information literacy skills among Form Five students at government senior secondary schools in Gaborone, Botswana. The results of the study will be used in the improvement of the Information Literacy Course offered at the University of Botswana Library (UBL). Background information was given on education in Botswana and also a brief history of the evolution of the University of Botswana, an overview of the University of Botswana Library and highlights of the schools in the study. The researcher designed a questionnaire in order to achieve the objectives of this study. A sample of 240 Form Five students was drawn from four senior secondary schools situated in Gaborone, Botswana. Purposive sampling was used to draw the sample. The Statistical Package for Social Sciences (SPSS) was employed in the analysis of data. The results were presented in frequency tables, analyzed and discussed. The findings of the study revealed that the students at senior secondary schools did not have sufficient competence in translating information problems into information needs. Their ability to use a variety of sources was not well developed. The study further revealed that the students were not motivated to look for information sources by their teacher by, for example, giving them assignments that required them to use the library resources. Students' skills in the evaluation of the accuracy, currency and authority of information sources were found to be under-developed. The study showed that the students were not given any form of user education at any of the schools. The study also found that staffing problems in senior secondary school libraries contributed to the lack of information literacy of the students. The situation was more obvious in cases where there was no full-time librarian to run the library. Conclusions were drawn and recommendations and suggestions for further studies were made.Thesis (M.I.S)-University of Natal, Pietermaritzburg, 2002.
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Madigoe, Mogorogoro Alpheus. "Leadership development through student representative councils in black schools." Thesis, 2014. http://hdl.handle.net/10210/9802.
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Binuyo, Monilola Mary. "The effect of school autonomy on learners’ performance in Egbeda local government secondary schools in Oyo State, Nigeria." Thesis, 2020. http://hdl.handle.net/10500/27201.
Full textAbstract:
Education plays prominent role in the development of nations considering that the progress of
nations depends on the capability of its workforce which is informed by the quality of education
offered its citizenry. Program for international students‟ assessment revealed the need to improve
upon the quality of education across nations. This need was corroborated by the unimpressive
performance of the secondary schools learners in Egbeda local Government of Oyo State.
Ironically, secondary schools management in the local government have been found to have very
little discretionary powers in the administration of their schools – a situation that could have
contributed to the poor performance of the learners. The study thus focussed on the effect of
school autonomy on learners‟ performance in Egbeda Local Government secondary schools of
Oyo State, Nigeria.
Cross-sectional survey research design was adopted for the study. The population comprised 72
Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by
the study. Thirty schools were excluded from the study for not meeting selection criteria of ten
years of establishment. Sample size of 355 was purposively selected for the study. Response rate
was 97.7%. Data were analysed using descriptive and inferential statistics.
Findings revealed that school autonomy dimensions have statistically significant effect on
learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy
dimensions have statistically significant effect on learners‟ affective performance (F5, 341 =
66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant
effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school
autonomy dimensions have statistically significant effect on learners‟ personal development (F5,
341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically
significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05).
The study concluded that school autonomy affected learners‟ performance. The study
recommended that education authorities should make policy provisions that will enhance school
autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo
State to improve learners‟ performance.Educational Management and Leadership
Ph. D. (Education Management)
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Thwala, Sipho Moses. "The management of "no fee" schools in the Mpumalanga : a case study of selected secondary schools." Diss., 2010. http://hdl.handle.net/10500/3707.
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The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools.
The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools.Further Teacher Education
M.A. (Education Management)
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Dladla, Jacob Mshado Japie. "The public accountability of secondary schools in the Johannesburg North District." Diss., 2013. http://hdl.handle.net/10500/9492.
Full textAbstract:
This study was undertaken with the purpose of analysing the public accountability system of
secondary schools in the Johannesburg North District. It also tested the relationship between
the accountability system and the effectiveness and efficiency of secondary schools. Over and
above principals, learners and parents, the study also utilised numerous published literature to
analyse the current accountability system.
The findings of the empirical study revealed that there were disparities between the literature
review and the current accountability system. Three major findings were made by this study.
Firstly, there is a lack of synergy between internal and external accountability systems.
Secondly, there are different accountability systems used by different secondary schools in the
same District and lastly grade twelve results are used to measure the effectiveness and
efficiency of secondary schools in the chosen District.
In conclusion, proposals which may assist in improving the current accountability system
were made.Public Administration and Management
M. Tech. (Public Management)
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Mohoebi, Matseliso Alice. "An assessment of the Lesotho government assistance programmes in addressing the financial implications of education for all at secondary school level : a case study of two secondary schools." Thesis, 2014.
Find full textAbstract:
The study assesses the Lesotho government’s assistance programmes in addressing the financial implications of Education for All (EFA) at secondary school level. It does this by examining the objectives of the financial assistance programmes, their main problems and tensions in the implementation, and how they impact on the education of poor learners.
This research was conducted using a qualitative methodology, which relied in part on the case study approach by focusing on two schools in the poor areas of Lesotho. The study used a multi-method data collection approach with interviews, questionnaires and document analysis. The respondents were selected on the basis of their relationship to the implementation of these government programmes. The school sample comprised two (2) principals, four (4) parents of learners targeted by such assistance programmes, and four (4) teachers working with learners who were beneficiaries of these programmes and who knew how these programmes assisted them (or not).
There were two MOET officials, the bursary manager at central level, responsible for all government assistance programmes; and the district education bursary administrator responsible for the OVC programmes and entrusted with implementing the programmes in line with the regulations. The decision to get information from these respondents was because they were knowledgeable or experienced in different aspects of these government programmes, their implementation, and the impact on schools and learners.
ii
Using the rational and political analytical approaches, the findings reveal the limited conceptualization of the financial assistance programmes designed to widen the secondary education of poor learners as these did not address the deeper problems of Orphans and Vulnerable Children’s (OVC) problems in accessing and completing their education. The rational approach indicates poor system resources and capacity to effectively manage these programmes, as well as poor monitoring and accountability at all levels of the system. The political approach emphasises the poor implementation context of these assistance programmes due to the conflicting agendas of various programme implementers.
The role of leadership is identified as crucial in interpreting and effectively mediating the operationalisation of these programmes on the ground so that the more deserving poor learners benefit. However, such leadership appears to be lacking at various levels of the implementation process.
The study concludes that in order for these government assistance programmes to have a lasting and meaningful impact on OVC secondary schooling, there is a need to review their assumptions and scope to address more fully the OVC needs. Additional resource mobilization coupled with strong leadership, monitoring and evaluation are necessary for this to be realised.
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Ndlovu, Lovemore. "Religious education in Zimbabwe secondary schools : the quest for a multi-faith approach." Diss., 2004. http://hdl.handle.net/10500/1447.
Full textAbstract:
This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination.
Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented.Teacher Education
M. Ed. (Didactics)
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Lee, Ming-Hsiao, and 李明霞. "Research on the Behavior of Using Official Document Integration System for Fundamental Government Institutions–Primary and Secondary Schools in Yunlin County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/5rhh27.
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碩士國立虎尾科技大學
資訊管理研究所
98
Abstract Recently, our government promotes ideas such as “e-government,” and “energy saving and carbon emission reduction.” Therefore, promoting electronization of documents becomes an important issue. This thesis first introduced the system of Official Document Integration, explored related government policies and decrees, and collected related literature and information from the web. After that, the researcher analyzed related data to decide theories taken into consideration when designing the questionnaire. Variables such as demographic data, system quality, information quality, service quality, information-using status, users’satisfaction were analyzed, so as to explore how they correlate to each other. The study includes clerical personnel working in primary and secondary schools, and also those working at fundamental government institutions in Yunlin County as respondents. The researcher distributed the questionnaires when civilian personnel were gathered together for in-service education. SPSS 12.0 for Windows was used to analyze the raw data. The researcher used descriptive statistics, estimation of reliability and validity, T test, one-way ANOVA, post hoc, linear regression to examine the hypotheses. Last, the researcher tried to explain the final data and made conclusions. Conclusions: 1. Most civilian personnel in fundamental government institutions and primary and secondary schools are satisfied with the system. 2. Background has a significant influence in evaluating system quality,information quality,and service quality of the system. 3. Background has a significant influence on user attitude and satisfaction toward the system. 4. “System quality”of the system influences “user satisfaction”toward the system. 5. “Information quality”of the system does not influence how the personnel evaluate “user satisfaction.” 6. The overall service quality of the personnel would influence user utilization but not user satisfaction toward the system. 7. There is a significant positive correlation between user utilization and user satisfaction toward the system. Hopefully the thesis will provide information to improve the efficiency in system operation.
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"從國傢理論觀點分析戰後香港政府對私立中學的政策 =: Hong Kong government policy on private secondary school in the post-war period : a state-theory perspective." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5895573.
Full textAbstract:
吳慕姿.論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 116-122.
Wu Muzi.
Chapter 第一章 --- 問題說明 --- p.1
前言 --- p.1
Chapter 第一節 --- 私校學生人數與普及教育發展 --- p.3
Chapter ´(إ) --- 就讀私校的學生人數升降的現象 --- p.3
Chapter (二） --- 港府發展公營中小學敎育的各個階段，各階段中港府的私校政策以至各 階段中的私校發展 --- p.4
Chapter 第二節 --- 國家理論與香港私校發展 --- p.7
Chapter ´(إ) --- 政府政策作爲國家行動和霸權工程 --- p.7
Chapter (二） --- 國家作爲行動者 --- p.7
Chapter (三） --- 國家工程(State Project)、霸權工程(Hegemonic Project)和國家 果效（State Effect) --- p.8
Chapter (四） --- 有關推展霸權工程的策略 --- p.10
Chapter (五） --- 應用國家理論來分析香港具況 --- p.11
Chapter 第二章 --- 文獻評述 --- p.13
Chapter 第一節 --- 國家(state )的自主性(autonomy ) --- p.13
Chapter (一) --- 自由主義學派 --- p.13
Chapter (二） --- 馬克斯及新馬克斯主義理論 --- p.16
Chapter (三） --- 國家主義者（statist)的立場 --- p.22
Chapter (四） --- Bob Jessop的策略性關係性角度 (strategic-relational approach ) --- p.23
Chapter (五） --- 有關如何推展霸權工程的策略 --- p.26
Chapter 第二節 --- 如何應用國家理論於解釋香港的具體情況 --- p.30
Chapter (一） --- 如何應用國家理論於本研究中 --- p.30
Chapter (二） --- 體系層面 --- p.32
Chapter (三） --- 制度性層面 --- p.35
Chapter (四） --- 政治運作層面 --- p.39
Chapter (五） --- 三種層面的因素透過一項工程去整合 --- p.42
Chapter 第三章 --- 硏究設計 --- p.43
Chapter 第一節 --- 分析架構 --- p.43
Chapter 第二節 --- 分析架構中採用的重要概念及名詞的界說 --- p.45
Chapter (一) --- 「國家」在本硏究裏的意義 --- p.45
Chapter (二） --- 國家政策、教育政策、私校政策 --- p.46
Chapter (三） --- 私校、私立中學和私立中學發展 --- p.47
Chapter (四） --- 受助學買位 --- p.48
Chapter 第三節 --- 劃分階段 --- p.48
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.48
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.50
Chapter 第四節 --- 研究問題 --- p.52
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.52
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.52
Chapter 第五節 --- 研究方法 --- p.53
Chapter 第六節 --- 研究限制 --- p.56
Chapter 第四章 --- 國家性質的轉變及其對私校政策的影響 --- p.57
Chapter 第一節 --- Mini mal state時期香港政府對私立中學的政策 --- p.59
Chapter ´(إ) --- 來自體系性層面的因素 --- p.59
Chapter (二） --- 來自制度性層面的因素 --- p.61
Chapter (三） --- 來自政治運作層面的因素 --- p.62
Chapter 第二節 --- Mini mal state 性質轉變與教育政策轉變 --- p.63
Chapter 第三節 --- 教育政策轉變作為國家行動 --- p.68
Chapter ´(إ) --- 來自體系性層面的因素 --- p.68
Chapter (二） --- 來自制度性層面的因素 --- p.70
Chapter (三） --- 來自政治運作層面的因素 --- p.78
Chapter 第五章 --- 蒙混過關（Muddling Through)式的學額擴展過程 --- p.80
Chapter 第六章 --- 吸納與排´拒´ؤؤ從國家理論觀點看私校轉津問題 --- p.88
Chapter 第一節 --- 公營中學教育擴展，辦學團體情況出現出現什麽轉變? --- p.88
Chapter 第二節 --- 哪些學校是吸納的對象 --- p.92
Chapter 第三節 --- 被吸納與不被吸納反映政府如何選取合作伙伴 --- p.95
Chapter 第七章 --- 私校政策作爲霸權工程的一部分 --- p.99
Chapter 第八章 --- 結論 --- p.108
Chapter 第一節 --- 研究結果 --- p.108
Chapter 第二節 --- 研究的意義和局限 --- p.110
註釋 --- p.112
參考書目 --- p.116
附錄一 --- p.124
附録二 --- p.131
附錄三 --- p.135
附錄四 --- p.138
附録五 --- p.148
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Blampied, Brenda Louise de Blancpie. "An investigation of aspirations and attitudes of selected women teachers in White government secondary schools in Natal with reference to promotional hierarchies and opportunities." Thesis, 1989. http://hdl.handle.net/10413/2187.
Full textAbstract:
Data supplied by the Natal Education Department indicated that women are unequally represented in the promotional hierarchies in schools. While 78 percent of the incumbents in post level one positions are women, only 16,3 percent of post level six positions are held by women. From a review of selected literature a list of possible barriers to the advancement of women was drawn up. These barriers fell into two broad categories - internal barriers, relating to psychological factors; and external barriers, which related to institutional, societal and organizational structures. A questionnaire was designed to educe some conclusions regarding the aspirations of selected women teachers and their perceptions regarding possible barriers to the advancement of women educators. \ The most commonly cited obstacle was found to be a concern to prevent role overload, which could result from attempting to fulfil simultaneously the demands of family and career. The second most frequently mentioned barrier related to the structure of the educational organization. Many respondents perceived women teachers as avoiding vertical career movement as it decreased their contact with the pupils. Many respondents appeared to have internalized the socletal norms concerning the position and role of women as they could forsee no obstacles to their reaching their promotional potential, apart from a personal choice to limit their horizons.Thesis (M.Ed.) - University of Natal, Durban, 1989.
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Morrow, Ann. "The politics of educational disadvantage: the impact of central government policies on secondary schools' capacities to improve educational outcomes for their socially disadvantaged students." 2004. http://repository.unimelb.edu.au/10187/1023.
Full textAbstract:
This thesis uses the Advocacy Coalition Framework (ACF) developed by Sabatier and Jenkins-Smith (1993) to analyse the politics of educational disadvantage in Australia. The historical influence of two competing coalitions at Commonwealth and at State level in New South Wales and Victoria is traced. For most of the 20th century there has been a dominant conservative coalition and a minority coalition that has favoured reforms to assist socially disadvantaged groups in each of the three jurisdictions. However, the composition of these contending coalitions and their relative strengths have varied substantially from State to State. The theoretical model provided by the ACF was supplemented by explorations of Halligan and Power’s (1992) ‘regime dynamics’ framework which helps explain these differences in terms of the differing politico-administrative cultures of Victoria and New South Wales.
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Mbuqe, Bongeka. "Procurement of learner teacher support materials in East London District public secondary schools." Diss., 2020.
Find full textAbstract:
This study explores the flawed procurement and delivery of Learner Teacher Support Materials (LTSM) in East London district at public secondary schools in the Eastern Cape province. Poor management of the procurement of LTSM has the result that some schools in the country have limited access to LTSM because of late delivery, non-delivery, incorrect and, or delivery shortages. These problems have contributed to under-achievement in the affected schools and in turn undermine the learners’ constitutional rights and educational aims and goals. Like many other provinces, the Eastern Cape also encountered difficulties with the procurement and delivery of textbooks to various public schools.
To investigate the problem, a qualitative and exploratory study was carried out. The data were collected from a sample of 19 participants involved in the three levels of the procurement process; that is, district officials, school principals and the provincial head office officials. The researcher conducted face-to-face interviews using open-ended questions. The research results showed that although the procurement process of LTSM is centralised at the head office level, the other two levels, namely the district office and the school levels, play a significant part. While these levels play an important role in determining and collating the textbook needs, they require additional communication processes and systems to be in place to avoid prolonged timeframes and follow ups that bring about delays of the overall procurement process. Between communication of the relevant guidelines, and collating and submitting book needs information, delays happen along the way at one or more levels and these ultimately lead to either late procurement, late or non-delivery of books to the relevant schools.
The study showed that although there are rules, regulations and various policies that serve as guidelines in the procurement process, the actual implementation and monitoring is flawed. The lack of coherence promotes mistrust and conflict between the relevant stakeholders, which in turn brings about minimal consultation on changes relating to effective management processes during procurement and distribution of LTSM. The study recommends changes that are needed to achieve effective management to alleviate problems encountered during the procurement and distribution of LTSM in the East London district public secondary schoolsEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
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Mohlala, Jonas. "The probable implication of declaring schools as fee-paying and no-fee-paying on the secondary schools financial management in Soshanguve." Thesis, 2015. http://hdl.handle.net/10500/23283.
Full textAbstract:
The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools.
According to the findings of this research, there is little or no financial management in the former underprivileged schools in Soshanguve. This lack of proper financial management in these schools appears to be due to the lack of capacity within both the schools and the school governing bodies themselves. In addition, there appears to be a lack of equality and equity between the formerly underprivileged schools and the advantaged schools. In the words of Fiske and Ladd (2004b:248), equality and equity seem to be elusive. Schools in the cities are still advantaged since the parents are paying fees and schools are managing their funds, while parents in the township schools (especially in Soshanguve) have been found to be unsupportive financially. This is probably because communities around the schools are, in the main, poverty stricken.Public Administration and Management
D. Litt. et Phil. (Public Administration)
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Liao, Yi-Ting, and 廖苡婷. "The Study of the Strategies and Practice of Queensland Government in Promoting International Education in Primary and Secondary Schools: the Case of Study Tour Program." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/am26n6.
Full textAbstract:
碩士國立暨南國際大學
國際文教與比較教育學系
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Under the tide of globalization, the relationship between countries is becoming closer and closer, and country’s politics, economy and culture are also affected by others. Many countries cultivate people's relevant international literacy through international education, while others cover the concept of international education with global education, and international education is viewed as an industry. The purpose of this research is to explore Australian policies related to international education and to explore strategies and practice of promoting international education in Queensland through participants observation and semi-structured interview. Meanwhile, to understand the effect of the study tour program, this study also interviewed the teachers and students participating in this program. It is expected that this research coud provide an example to Taiwan when facing the problem of insufficient funds, manpower allocation, and match up media platform while promoting international education exchange. The conclusions derived from this research are: 1.The Strategy of international education in Australia focuses on innovation, cooperation and partnership, aiming to consolidate and enhance the development of its international education. 2.In addition to responding to the international education strategy in Australia, Queensland International education strategy as a comprehensive plan, responds to the needs of various departments and regions. 3.Queensland Government Department of Education International, trading as Education Queensland International is responsible for promoting international-education-related program. It manages the programs and establishes all relative procedures and standards. The study tour program is co-constructed by it and with its partners. 4.The features of EQI study tour program are school integration, school buddies, designated school contact, homestay, English lessons, specialized lessons, welcome and farewell function. The itinerary of this program can also be customized. 5.The feedback of this program can be learnt through participants’s observation, the impact of this program on Australian and Taiwanese teachers and students, and the suggestion from Taiwanese teachers participating in the program. Based on the findings and results, this research submits some suggestions as following: 1.The government, as a coordinating unit, can promote study tour program with partnerships, and supervise the program’s quality. 2.There are some common features among schools’ study tour program. However, each school can also develop its characteristic to do professional exchange. 3.The suggestions of promoting study tour program in primary and secondary school in Queensland include: (1) The relevant pre-departure and orientation of the study tour program can help participants get more understand to this program. (2) There are relevant considerations for organizing activities and lessons of the study tour program. (3) Take student’s grade (age) and permission of student’s portrait using as considerations to match up school buddies. (4) Take safety and student’s right as considerations to arrange homestay. 4.Future researches are suggested to study other international education programs in Queensland or in other states to comprehensively understand international education in Queensland or Australia. Keywords: Australia, Queensland, International Education, Study Tour Program
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District." Thesis, 2012. http://hdl.handle.net/10539/11407.
Full textAbstract:
The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
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support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
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Mehrotra, Anju. "A comparative study of leadership styles of Principals in relation to job satisfaction of teachers and organisational climate in government and private senior secondary schools of Delhi." Thesis, 2002. http://hdl.handle.net/2009/1114.
Full text
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Makendano, Aggrey Kayabu. "Exploring teachers’ experiences in managing learner discipline in secondary schools in the Hardap region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26977.
Full textAbstract:
Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study.
The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation.
Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)