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Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.
Pełny tekst źródłaThe purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap
Mead, Carlton R. "Encouraging school leadership in elementary schools /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
Burns, Gwen Jeannine. "Invitational leadership in public schools". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4767.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.
Usabuwera, Samuel. "Leadership styles in successful schools". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3640.
Pełny tekst źródłaSharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting". [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.
Pełny tekst źródłaTitle from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).
Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools". Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.
Pełny tekst źródłaSlater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools". Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.
Pełny tekst źródłaDecoux, Bruce Vernon. "Leadership in independent schools in Alberta". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22975.pdf.
Pełny tekst źródłaWanjala, Christine N. "Regenerative leadership practices in Kenyan schools". Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/78367/.
Pełny tekst źródłaSuen, Lee-wa Ann. "A conceptual model of private school leadership : a study of DSS secondary schools in Hong Kong and minban middle schools in Shanghai /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40887704.
Pełny tekst źródłaMalasa, Donald Papaku. "Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools". The University of Waikato, 2007. http://hdl.handle.net/10289/2429.
Pełny tekst źródłaJwan, Julius Ouma. "Democratic School Leadership : Perceptions and Practices in Secondary Schools in Kenya". Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504332.
Pełny tekst źródłaBass, Jay David. "Instructional leadership activity of elementary principals in effective schools". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54487.
Pełny tekst źródłaEd. D.
Hook, David Paul. "The impact of teacher leadership on school effectiveness in selected exemplary secondary schools". Texas A&M University, 2005. http://hdl.handle.net/1969.1/3740.
Pełny tekst źródłaSalahuddin, Abu Nayeem Mohammad. "Perceptions of Effective Leadership in Bangladesh Secondary Schools: Moving towards Distributed Leadership?" Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6587.
Pełny tekst źródłaSanders, Nicole D. "Looking at leadership change in urban schools from a dynamic perspective /". Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000583/02/diss45FT.htm.
Pełny tekst źródłaThesis advisor: Sheldon Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 198-209). Also available via the World Wide Web.
Gwynne, Robert L. "The leadership of large schools : where next?" Thesis, University of Lincoln, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322595.
Pełny tekst źródłaMentzer, Brian. "Leadership in High Achieving, High Poverty Schools". Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.
Pełny tekst źródłaIn recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).
The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.
Kimm, Linda L. "Effective Leadership Practices in Improvement-Required Schools". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703279/.
Pełny tekst źródłaWipperman, Melissa A. "Leadership Experiences of Females in Secondary Schools". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574422883219688.
Pełny tekst źródłaBrunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.
Pełny tekst źródłaRenfro, Elizabeth. "Servant Leadership Measures in PK-12 Schools". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3603.
Pełny tekst źródłaPatti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.
Pełny tekst źródłaBranding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely.
The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.
Punsak, Vongkasikorn McCarthy John R. "Leadership and management characteristics of administrators of private vocational institutions in Thailand". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633404.
Pełny tekst źródłaTitle from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry Kennedy, David Tucker, Lemuel Watson. Includes bibliographical references (leaves 104-109) and abstract. Also available in print.
James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture". Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.
Pełny tekst źródłaBackground: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.
Cain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.
Pełny tekst źródłaKellogg, John R. "An examination of distributed leadership in a public school district /". View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234225.
Pełny tekst źródłaLightbody, Ian Douglas. "Shared leadership in Queensland schools : a collective case study". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33254/1/Ian_Lightbody_Thesis.pdf.
Pełny tekst źródłaPathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.
Pełny tekst źródłaPart of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
Driescher, Cornelius Johannes Christiaan. "Classroom teacher leadership in top-performing secondary schools". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60938.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
Brundrett, Mark. "The creation of school leadership programmes in England and Wales and the practice of leadership in Beacon Schools". Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275346.
Pełny tekst źródłaChun, Wai-tak Theresa. "The role of leadership from the learning organization perspective : a case study /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596105.
Pełny tekst źródłaNsubuga, Yusuf Khalid Kibuuka. "Analysis of leadership styles and school performance of secondary schools in Uganda". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/978.
Pełny tekst źródłaRarieya, Jane F. A. "School leadership in Kenya : the lived realities of women heads of schools". Thesis, Keele University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443611.
Pełny tekst źródłaXu, Shuqin, i 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
Pełny tekst źródłaENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
Allie, Fadilah. "The influence of school principals' leadership styles on the effectiveness of schools". Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1954.
Pełny tekst źródłaThe poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.
Lycett, Ed. "Developing an open group strategy through Sunday school leadership training". Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0450.
Pełny tekst źródłaKing, James C. "Organizational Climate in Texas Private Schools". Thesis, The University of Texas at San Antonio, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813356.
Pełny tekst źródłaPrivate schools are by definition separate corporate entities, not supported by the government, but primarily by private funds. While private schools are independently owned and operated, their similarities end there. Their extensive organizational diversity creates problems for researchers and results in few studies with practical significance for the private school leader. Likewise, studies utilizing instruments and lenses common to public school research has limited private school data.
The purpose of this research was to describe the organizational climate of Texas private schools. Based on 3,000 faculty respondents from 75 organizations, representing an estimated 120,000 K-12 students, this research will begin to fill a void in the organizational climate literature as it relates to private schools. Furthermore, this study will equip private school leaders with practical information to assess and improve their organizations’ climate. The findings reflect healthy and open environments across three dimensions of the Organizational Climate Index (OCI) for all participating schools representing all three major private school typologies.
Klanderman, Sandra Jen Eiker. "A study of teacher stress and principal leadership styles in private urban schools /". Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10534143.
Pełny tekst źródłaTorrance, Deirdre Ann. "Distributed leadership in Scottish primary schools : myth or actualities?" Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7549.
Pełny tekst źródłaDowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools". Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.
Pełny tekst źródłaField, Eilis Ann Marie. "Small primary schools : should we have faith in theoir leadership?: An exploration of servant leadership in small Catholic primary schools". Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521490.
Pełny tekst źródłaMeyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.
Pełny tekst źródłaLester, Nita Clare. "Small School Leadership in Remote Rural Settings: A Matter of Collaboration and Community Acceptance". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365198.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).
Cunningham, Elaine Constance Luscene. "Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/457323.
Pełny tekst źródłaEd.D.
The study was specifically designed to explore the leadership density in selected secondary schools by examining how leadership at the middle tier is conceived and implemented. This focus was predicated on the increasing demand to acknowledge the layers of leadership that exists in schools. Additionally, there is a growing need to direct attention to this tier by building their leadership capacities as the expectations regarding accountability in the educational system increases. In pursuing this investigation, a qualitative research design was used and therefore the main data collection tool was in depth semi-structured interviews. In addition, a ranking activity was done by the respondents as well as observations and review of documents were also included in the data gathering procedures. These tools while providing rich data, also served an integral function of triangulation. This provision was made possible from respondents drawn from a pool of middle managers in selected secondary schools using purposive sampling. The data revealed that both categories of middle managers saw their roles as very important to the effectiveness of the organization. Their significance was supported by the principals of the schools in which the middle managers operate. While middle managers expressed their understanding of some fundamental leadership practices through the ranking activity, the evidence of alignment in their conversations about their own practices reflected gaps between their beliefs and the description of their practices. The data further revealed that variation was evident in the conceptualization and implementation of leadership practices within and across the schools. Clear identification of a sustained plan for leadership development for the team members led by the middle managers was not easily detected. This was not surprising as it was clear that middle managers were not exposed to a preparation program to transition from classroom teacher to middle manager. Keywords: leadership practices, middle managers ’practice, and team leadership.
Temple University--Theses
Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.
Pełny tekst źródłaSly, Mark Donald, i res cand@acu edu au. "Teacher Leadership in South-East Queensland Anglican Schools". Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp190.24022009.
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