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1
Waugh, David George. "Primary schools at the crossroads : a study of primary schools' abilities to implement educational change, with a particular focus on small primary schools". Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:11286.
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This thesis addresses the issue of primary schools' abilities to implement educational change and focuses, in particular, on small primary schools. A comparison is made between small and large primary schools, in order to determine whether there are differences between the ways in which each have adapted to and implemented changes. Whilst a series of educational changes since the Second World War have affected primary schools the thesis takes 1988 as a watershed date, since the Education Reform Act of that year made considerable statutory demands upon primary schools. The thesis examines, in particular, the ability of small schools to implement changes effectively, since this was questioned following the Act, and it seemed that this might precipitate closures and amalgamations at a faster rate than had previously been the case. The thesis is based upon research over an eight-year period, involving three postal surveys, a series of structured interviews, and a review of relevant literature. The focal point for much of the research is the headteacher, with all of the empirical work being focused on heads, since they have been central to the management of change in schools. Attention is also given, mainly through reviews of literature, to the role of the class eacher and the way in which this has changed in relation to that of the head. The thesis may be divided into two sections. In the first, the scene is set through an examination of the position of primary schools in general, and small primary schools in articular, before the Education Reform Act. This is followed by a review of published research and the author's empirical studies, in order to gain an understanding of the way n which schools have coped with the implementation of the Education Reform Act. The thesis ends with conclusions and recommendations which are based upon the research findings.
2
Kyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.
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This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.
3
Pointing, Randall John. "Implementation of school councils in Queensland state primary schools". University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.
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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
4
Ahmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.
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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.
5
Dick, Sithembele Leonard. "Examining parental involvement in governance at primary schools : case study of three township primary schools in the Western Cape". University of the Western cape, 2016. http://hdl.handle.net/11394/5566.
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Masters in Public Administration - MPAIn Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.
6
Craig, Ian. "Primary school size and its relationship to school effectiveness : an exploration of optimal size for primary schools". Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369681.
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Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.
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Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
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September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.
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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
9
McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /". Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.
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Wilks, Patricia A., i n/a. "Teacher morale in A.C.T. primary schools". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.
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This study investigates morale as perceived by primary
school teachers. A survey was administered to level 1
teachers in A.C.T. government schools. Of the 280
surveys distributed 165 returns were able to be
processed, a 59% response rate.
Teacher morale has an effect on the quality of teaching
and hence student outcomes and is currently an
important aspect of the education debate. Teacher
stress, a product of low morale, has been of concern to
teacher unions and to education departments across
Australia.
Morale, for the purpose of this study, is defined as
a confident and forward looking state of mind relevant
to a shared and vital purpose.
The survey used in this study was a modified version of
Smith's Staff Morale Questionnaire. This instrument
identifies three factors of morale : "Cohesive Pride",
"Leadership Synergy", "Personal Challenge". Responses
relating to these factors were analysed with respect
to age, gender, years of experience, school in which
the teacher is employed and type of teaching duties.
Results indicated that school attended has an influence
on the level of "leadership synergy" and gender has an
influence on the level of "personal challenge".
This research may have implications for school
leadership and professional development programs and
policy.
11
Partasi, Evgenia. "Multiculturalism in primary schools in Cyprus". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544456.
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Brown, A. "Implementing performance management in primary schools". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596986.
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This thesis has three general objectives. The first concerns the development of a critique of the assumption that the various ideas and philosophy underlying performance management (PM) can be successfully applied to the context of England’s primary education system. The second objective is to provide a detailed account of the ways in which PM is being implemented in primary schools. The third is to suggest ways in which the effectiveness of the Performance Management in Schools initiative might be improved in primary schools. The principal research method used to pursue the objectives comprised a series of semi-structured interviews with primary school heads, teachers and governors who are the key stakeholders associated with the performance management process. A second research method involved documentary analysis of various books, research reports, official government publications and internal school documents. Additionally, a decision to become a school governor allowed a variety of activities associated with the PM process to be observed. The thesis concludes by arguing that PM can help teachers to: focus on particularly important aspects of their work; improve their professional development arrangements; feel more appreciated and valued; and become more reflective and self-evaluative about their work. Performance management can also: help improve communication between heads and their staff; facilitate the implementation of whole school strategy; and ultimately, as a consequence of these six benefits, lead to improvements in pupils’ academic progress. However, performance related pay appears to be inappropriate for the context of primary schools and very few, if any, advantages seem to have accrued at either an organizational or individual level from headteachers’ PM arrangements.
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Dhasmana, Lakshmi. "Asian mothers' involvement in primary schools". Thesis, University of the West of England, Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410139.
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Chumun, Seeookumar. "Classroom assessment in Mauritian primary schools". Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.
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This thesis explores teachers' current knowledge and practice about classroom assessment processes in the Mauritian primary schools and reports the results of a case study, the data of which were collected during the three terms of the school year in 1998 from four primary schools that included thirty-five teachers. The interest of the case study is not to appraise the teachers' work or the school in any way; rather it is to accurately describe classroom assessment practices within the context of Mauritian primary schools. The research addresses three main questions: why teachers conduct classroom assessment, how it is conducted and what is assessed. The findings of the study indicate that teachers assess their pupils for three main reasons: providing feedback to the pupils and to themselves, reviewing the teaching methods and for diagnostic purposes. Another minor purpose noted is for communicating information to Parents. Questioning and observation are the two methods most common in the conduct of classroom assessment. Questioning techniques are mostly closed ones, with a view to seeking a specific answer from the pupils. Teachers interpret the information collected with reference to three general standards: criterion -referenced, norm-referenced and self-referenced. In general, the findings indicate that teachers' practices are oriented more towards the traditional pedagogy in terms of emphasis on the lower level objectives, whole class teaching and focusing on the product. No provision is made for the able or the less able. All the pupils are treated the same and are given the same tasks. Almost a decade after the introduction and implementation of the Learning Competencies and the scheme for Continuous Comprehensive Evaluation, it is found that Mauritian primary teachers do not have the relevant training in assessment to fully apply the progressive reforms. Despite the education system being very centralised, it seems that teachers assess their pupils independently and without any support from the government. There is no monitoring, moderating or policing of policies. Assessment practices are derived from their habit and ideology rather than from the official directives.
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Eke, Richard James. "Children's media learning in primary schools". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311630.
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Fyfe, Alexander Matthew. "The European dimension in primary schools". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283377.
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Zaoura, Alexandra. "Parental involvement in Cypriot primary schools". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57980/.
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The study investigated parental involvement in children’s learning in Cypriot primary schools. It aimed to describe and analyse processes of policy-making and capture meanings, interpretations and reported practices of major stakeholders through document analysis, survey and interviews with élites, teachers, parents and children. The policy trajectory framework of Bowe et al. (1992) identified three interactive contexts influencing the stages of development, interpretation and enactment of policy. The adoption of this framework as a tool of analysis, contributed to the significant findings of the study. Indeed, investigation of the parental involvement policy-to-practice process provided the opportunity to identify both facilitating factors and obstacles restricting its development. Overall, the study identified the sheer political challenge associated with setting up a new educational system, translating new ideas and conceptions into an agreed text and practical challenges related to lack of professional teacher development in parental involvement, as well as ideological tensions related to relinquishing traditional professional boundaries set by teachers and psychological barriers associated with perceived threats from parental interference. The study indicated that the Cypriot educational system is in the early stages of developing parental involvement policy. It identified a weak interaction between policy contexts. The absence of mechanisms for transmitting new policies to practitioners, lack of guidance on implementation or monitoring of this process allowed headteachers and teachers to determine the type and extent of parental involvement practised. Even though findings indicated that there was an implicit recognition from teachers, parents and children of Cypriot parents’ central role in their children’s education and development, there was a lack of explicitly promoted parental involvement practices. The mismatch between policy intention, text and practice allowed the emergence of a dominant parent group whose disproportionate influence through Parent Associations seemed to be derived from the particular social and cultural capital background they occupied.
18
Mavrommatis, Ioannis. "Classroom assessment in Greek primary schools". Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/5a055807-d52e-4432-8c14-3c4aa27050ec.
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Lam, Sze-ching Cici. "Hong Kong primary students' perception of satisfaction with their schools". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338304.
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Argyro, Kokoretsi-Stavrinides. "School-based self-evaluation in Greece : A challenge for primary schools". Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523008.
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This thesis explores whether and to what extent a particular school self-evaluation (SSE) programme, aimed at school accountability and school improvement, can be accommodated into the Greek reality. The research employs an ethnographic case study in one primary school in Athens and involves collaborative action research (CAR) with an external collaborator for the programme initiation and implementation. The school was scrutinised by a number of methods such as participant observation and teachers' interviews. The pupils', parents' and teachers' questionnaires as well as focus groups used by CAR offered a valuable source of information, thus combining triangulation in data gathering. The research reveals that the SSE cannot give visible and direct outcomes in reference to school accountability and improvement purposes. Individual teachers' attempts cannot support the cyclical process of SSE - improvement - evaluation, which needs a co-operative and innovative culture. The individualistic and non innovative school culture seems to be the most influential factor. The study, however, indicates that the process of the SSE implementation can promote invisibly and indirectly the programme purposes. It can affect the participants and particularly the teachers, who seem to develop individual answerability and professional responsibility. This, in turn, can prepare the school for external accountability. Simultaneously, the process, 'by doing' and critical reflection, seems to act as a 'learning process' for teachers' personal and professional development. The process can reflect upon the teachers' classes and the school as an organisation, even the school culture, since new patterns seem to challenge the established ways and practices of school operation, including school values. External collaboration appears to be a powerful tool in the process. The researchercollaborator can undertake the role of the leader initiating the innovation as well as that of the manager inspiring commitment, developing the feeling of ownership and providing approaches and tools. Balancing power relationships within the school reveals as a particularly sensitive task for herlhim to accomplish. Such a complicated role raises questions about the persons who can undertake it; consultants from educational authorities or researchers from higher education and, perhaps, experienced teachers from other schools can be proposed. In any case, external collaborators should be trusted persons, equipped with appropriate knowledge and skills, clearly familiar with the school context and relieved from appraisal responsibilities. The external collaborator's responsibilities are expected to be delegated to the school. Thus, the role of the Head and teachers should be upgraded. This seems to have political implications while the need for teachers' and heads' professional development reveals as decisive. A prerequisite seems to be the establishment of a national policy, which will establish a framework for teachers' professional development and provide a kind of balanced autonomy to schools legitimating, thus, innovations. Within this context, SSE aimed at school accountability and improvement should be seen as a long-term project.
21
Yip, Valerie Wing Yan. "Parental involvement, school strategies and reading in Hong Kong primary schools". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608455.
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Cheng, Alison Lai-Fong. "School-based management and quality management in Hong Kong primary schools". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30854.
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The thesis aims to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which school-based management and quality management have been effectively implemented in primary schools, and the relationship between the implementation of school-based management and quality management in Hong Kong primary schools. The study starts with a literature review of school-based management and quality management, including the development, concepts, features, the perception and relatedness of school-based management and quality management. The second part deals with the research design and methodology, including a literature review of research methods, theoretical framework and diagrammatic model of the research, subject sampling method, instruments and procedure of data collection method and data analysis method for survey, interview and documentation. The third part is an analysis and interpretation of the results. The thesis ends by presenting conclusions, implications and recommendations arising from the study. The findings showed that all eight elements of school-based management are perceived as being implemented in Hong Kong primary schools. However, the extent of their implementation is different. The most adopted elements of school-based management are school policy, financial planning and control and leadership competence and work relationship. As for quality management, all four elements are perceived as being implemented in Hong Kong primary schools, but the degree of their implementation is not the same. The most frequently used elements of quality management are value and duties and systems and teams. It was found that principals' perception of school-based management and quality management is more positive than teachers'. Teachers and principals regard expected quality management more positively than present quality management. It was found that quality management is perceived as positively affected by school-based management.
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Brown, Anne Patricia. "An evaluation of after school nutrition clubs in Liverpool primary schools". Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549430.
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Wang, Kuanyun Rhoda, i 王宽韵. "Examining philosophical congruity between kindergartens and primary schools in Hong Kong: implications for thekindergarten-primary school transition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439150X.
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Kleeman, Sara. "The impact of providing INSET for Israeli primary schools : a case study of the Oranim School of Education and primary schools in northern Israel". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10022659/.
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This research documented an attempt to introduce a change in teachers' working methods in several Israeli schools through the use of in-service teacher training courses (INSET). The courses were held in the Oranim School of Education of the Kibbutz Movement. Oranim is a comprehensive teacher training college, offering a wide variety of training courses for educators and school teachers at all levels. This research study focused on two main objectives: 1. To investigate the suspicion that Oranim course graduates are not implementing the material learned in the course in their classes. This was noticed by the researcher and her colleagues during their visits to numerous schools. This objective was to more systematically investigate if this feeling reflects reality. 2. To investigate how teachers and head-teachers explain this phenomenon, that is, their ability (or inability) to implement new methods, techniques and didactic means learned in the course in their classes. The first objective was examined both by reviewing the reality through observations, questionnaires and interviews, as well as by making comparisons to work methods and opinions of teachers who did not participate in the course. The second objective was examined through interviews and questionnaires. The main research fmdings showed that the course participants differed from their colleagues who did not participate in the course with respect to their level of awareness of the need to implement change, and their familiarisation with diverse teaching-learning methods. The two groups of teachers actually worked in a similar fashion. The main explanations provided by the teachers for this were: lack of follow-up by an expert after the course; lack of cooperation by the school's teaching staff; and insufficient preparation in order to cope with their unique reality during the course.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective". Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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Knutsson, Malin, i Sandra Köster. "Oral Corrective Feedback in Swedish Primary Schools". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.
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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish EFL teachers provide students with OCF. In addition, the intention is also to explore teachers’ and students’ perceptions of the usefulness of OCF for their skills development in English. The focus of this research study is on Swedish primary schools of grades 4-6. Two types of data-gathering methods were used in this study: interviews and observations. The results confirm that both explicit and implicit OCF was provided when observing the teachers’ approaches and strategies in classroom settings. Surprisingly, this research study reveals that recast was not favoured by the Swedish EFL teachers as they considered other types of OCF to be more beneficial to EFL classroom settings.
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Timm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
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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.
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This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.
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Yung, Chi-ming, i 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.
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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District". Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
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Field, 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.
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Angelidou, Kakia. "Successful headship leadership in primary schools in Cyprus". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/13044/.
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This research explored the nature and conduct of successful leadership in the context of Cyprus; how policy and school contexts and heads' experience influence headship leadership. The empirical findings of this study draw upon ethnographic methods rooted within the naturalistic paradigm in order to illuminate the complex and dynamic nature of headship leadership in a specific country context. A group often successful heads in urban primary schools of Cyprus was selected. Data was collected through observations, a review of a number of schools' documents and semi-structured interviews carried out with each of the successful heads and with people that had everyday conduct with them. The overall findings provided empirical evidence of the complexity of successful head teachers day-to-day practices and pointed to the positive and negative in themes of 'policy contexts', 'the values of society' and 'school and experience contexts'. These results support earlier evidence on successful leadership but also extend this. The evidence from this research has important implications for head teachers' learning and development and the role of the government in raising standards of schooling in Cyprus.
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Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools". Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
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Aquilina, Michael. "Physical education and the Maltese State primary schools". Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.
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This thesis is mainly concerned with the peripheral standing of Physical Education (PE) in Maltese state primary schools, presenting the first in-depth study of its type in this context. It draws upon the interpretive and critical approaches to qualitative research to portray the interpretations of various key stakeholders, and offer possibilities for change. 1 he study adopts a mixed-method approach that fit the purpose of the study.
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Boagey, Susan Barbara. "Musical composition in primary schools : Learning with learners". Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536079.
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Motsiri, Tshigwane Elizabeth. "Managing conflict in primary schools / Tshigwane Elizabeth Motsiri". Thesis, North-West University, 2008. http://hdl.handle.net/10394/1782.
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This research investigated the correlation between the principal's leadership style
and the school organisational climate. The literature study established the
importance of leadership in the context of an open and positive school
organisational climate. In this regard, it was found that a supportive principal
leadership style is positively related to an open and positive school climate,
where educators are engaged and enjoy high collegiality and intimate
relationships.
The school organisational climate as variously defined, relates to educator
perceptions of principals or school management behaviour and refers to how
educators experience, especially the management aspects that influence the
climate in the school. Thus, organisational climate is related to the quality of
experiences an educator has in the school, which is expressed in how he or she
experiences the school life.
The Organizational Climate Descriptive Questionnaire for Elementary Schools,
consisting of six organisational climate descriptive dimensions was used for data
collection. The dimensions describe the behavioural aspects of principal
leadership namely, supportive, directive and restrictive and educators'
behavioural aspects namely, collegial, intimate and disengaged. The behavioural
interactions of principals and educators provided the basis for the analysis of the
correlation between the principal's leadership style and the school organisational
climate.
It was established that there was a correlation between principals' leadership
styles and school organisational climates. It was found that the organisational
climates of the surveyed schools are characterised by principal leadership
behaviour that is high on directive behaviour, slightly below average on
supportive and restrictive. Educator behaviour was found to be slightly below
average on collegial behaviours. Educator behaviour scored below average on
intimate behaviour and scored slightly above average on disengaged behaviour.
Principal openness behaviour was found to be below average while educator
openness behaviour was found to be average which translate to school
organisational climates that are relatively closed, which actually indicates a
relationship between principal leadership style and school organisational climate.
This research therefore draws a conclusion that there indeed is a correlation
between school principals' leadership styles and school organisational climates.Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Satchell, W. K. J. "Teacher preferences and environmental performance in primary schools". Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370804.
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Phillips, Emma Caroline. "The work of teachers in small primary schools". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36382/.
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A review of the literature on small primary schools identified a number of problems: a lack of a definition of 'small', poor quality of evidence, a neglect of some important issues and the general picture of teachers in small schools having different work patterns from other teachers. This study was designed to test the hypothesis that the work of teachers in small schools was distinctively different from those in larger schools. Data were gathered which were used to portray the work of the Key Stage Two teachers in two small Warwickshire primary schools. Of the seven individuals studied, two were headteachers with a dual teaching and management role. Participant observation, time diaries, interviews and systematic observation techniques were employed in order to gain a full picture of their working lives and to allow for triangulation. Analysis of the data suggested that for the case study teachers, their work did not differ markedly from that reported in other studies of teachers in larger schools. This was true both in terms of the length and distribution of their time and the means by which they delivered the curriculum. Differences arose as a result of individual personalities and the proportion of a full-time teaching contract which each held. It was hypothesised that teachers working in small schools may have undergone the most intensification of their work; again, there was little to suggest that this was true for the teachers in this study. Despite limitations in the data collected, evidence of the headteachers' work suggested that again school size was not the main influence upon their work School status and individual personalities were influential in shaping their working patterns and priorities.
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Gifford, David Peter. "An investigation into distributed leadership in primary schools". Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:6503.
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This study investigates factors that help and hinder primary schools in their distribution of leadership in England. Distributed leadership is defined as collaborative leadership within a culture of shared action and interaction. The research extends beyond teacher leadership and delegated leadership, which are limitations of previous studies, whilst contributing to the developing knowledge of distributed leadership practice in the UK- about which little has been previously written. Ofsted reports and LA recommendations were used to select four primary schools within North East Lincolnshire. Schools selected were identified as good schools and believed to distribute leadership. Using a mixed methods approach, 53 questionnaires were analysed using SPSS, to screen two schools for further study. These schools were further investigated using a multiple case study design. Semi structured interviews were conducted with two primary headteachers, one deputy and one assistant head, two teachers and two teaching assistants, enabling the researcher to consider the interactions and analysis of leadership practice at group level, and the complexities of the situation. A narrow research focus on four primary schools, and subsequent interviews with eight stakeholders in two schools is a very small sample size, and indicative of further study. However, the study is apposite at a time of demographic crisis in teaching in England; with 40% headteachers in primary schools over fifty and likely to retire in the next decade, the increasing numbers of part time teachers, and the increased number and extended use of teaching assistants in primary education. The study provides a framework of thinking about distributed leadership in primary schools, which at a pragmatic level might help other schools in the development and sustainability of leadership. This framework includes: processes, school culture, structural organisation of schools, sources of leadership, and barriers to distributed leadership. Findings show that whilst all collaborative leadership is distributed, not all distributed leadership is collaborative. Distributed leadership was found to exist alongside other forms of leadership, and although it was frequently planned, it sometimes occurred by default or through desperation. It was particularly effective where schools invested in the leadership development of all stakeholders, and in a culture of trust, support and encouragement. The Senior Management Team was particularly influential within this. Barriers that inhibited distributed leadership included traditional structures and systems both within the schools and the local authority.
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Callender, Christine. "Black teaching styles in multi-ethnic primary schools". Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.
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Ali, Sumaya Nader. "Reading ability and diglossia in Kuwaiti primary schools". Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.
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This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.
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Stacey, Alison Christine. "Bullying and peer relations in two primary schools". Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621551.
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Robinson, Janet Kathleen. "Leadership in small primary schools : the headteacher's perspective". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6452.
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The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.
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Dixon, David. "Developing a Green leader model for primary schools". Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2184/.
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This research developed the first ‘Green’ model for primary school leadership, which aimed to address some of the actual and anticipated environmental problems through the way schools operate in the context of Curriculum, Campus and Community. It emerged through an empirical investigative study of eight English primary school Head Teachers who are pioneering environmental sustainability. A Post-modern perspective influenced the research methodology and helped to take a fresh and sceptical look at the leadership aims of primary schools in relation to the education system and general society. This involved a critical examination of the National College of School Leadership’s ‘Leadership for Sustainability’ and literature from the ‘Green Movement’. The findings suggested that leaders are needed with a certain kind of ‘Green’ values, knowledge and skills. Questions arose about how a type of ‘Distributed Leadership’ might lie within the new model and whether the model is feasible, given that the pursuance of its main objectives are not currently the priority of most schools. The thesis pointed to the need for a radical revision of what it means to be a primary school leader, in order to assist with the imperatives of a green sustainable economy which promises a better quality of life for more people. This is a ‘Big Claim’ for a small-scale study. It is hoped, therefore, that this modest thesis could be a catalyst for more wide-ranging research and thinking in this most vital area, in terms of education leadership’s role in securing the viability of modern civilisation.
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Parag, Bishum Dasarathlal. "Leadership practices of principals of successful primary schools". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44143.
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21st century schools have great expectations of generating individuals with refined knowledge, skills and values to make a positive impact on human existence. Paradoxically, the report of the Annual National Assessments paints a bleak picture of the quality of learner attainment in South African primary schools where basic skills in communication, problem solving and analytical thinking should take root. Fortunately, however, sporadic pockets of successful schools do exist. There appears to be an inextricable link between leadership and learner outputs, and learner attainment seems to fall squarely on the shoulders of the school principal. The purpose of this study was to investigate and unravel the leadership practices of principals of successful public primary school as they led in accountability- and standards-driven environments. The framework that guided this study was the four core leadership practices: setting direction; developing people; aligning the organisation for success; and leading and managing the instructional programme.
Valuable insights and a rich understanding of how successful primary school principals create, nurture and sustain the conditions and processes necessary for high levels of learner attainment and instructional improvement were generated via an inductive, qualitative study. Three successful schools in the Uthukela district of KwaZulu-Natal formed the purposive sample and data was gathered from each principal via direct interviews. Two focus group interviews and participant observation triangulated the data.
The findings revealed that in setting the direction for their school, principals focused on aligning and motivating their people towards a common vision that strongly correlated to personal aspirations. Principals engaged their staff in continuous professional development and were particular about the working milieus of teachers. They ensured that relationships were characterised by open communication, collaboration, democratic decision making and trust. Leadership was distributed and instruction was effectively led by principals working in close consultation with their management team. Due to extensive monitoring and evaluation, the status quo was often challenged and the curriculum adapted. The successful school principals adopted an inside-out approach to their leadership practices, and they resorted to match-fit and hierarchical breakdown.
The study recommends that all principals should align their personal vision with the organisational vision, teach human resource management to all line managers, and establish and foster professional learning communities.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
PhD
Unrestricted
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Walker, Trevor Charles. "Leading primary schools through and beyond special measures". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.
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The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at the outset of the journey of special measures and represents the root of the predicament. The other represents the cultural territory of schools that have moved beyond special measures. The study finds special measures to be an episodic journey of change. So doing it identifies three distinctive phases (the last divided into sub-phases representing an increasing complexity). In each the theme of culture and leadership is explored through the application of a conceptual model. These are configured to demonstrate the necessary dynamic for the formulation and transformation of schools' cultures. The differing and adaptive manifestations of phase-specific leadership are respectively described as: leading through cultural dissonance, leading counter-culturally, and leading through cultural congruence. The literature review identifies three conceptual orientations of leadership, each accordingly being related to special measures. These are technical-rational, transformational and critical forms of leadership. Each is seen as making a contribution at some point and to some degree through the course of the journey. The study, moreover, presents a conceptualisation of headship based on school context and circumstance - style, approach and theoretical positioning. This formulation emphasises the appropriateness of the leadership practice offered at given moments. However, the overall success of moving beyond special measures lies in each school's capacity for journeying through the phases to a position of cultural congruence.
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Bennion, Alice. "Continuity or change? : parents, teachers and primary schools". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019913/.
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Zuze, Tia Linda. "Equity and effectiveness in East African primary schools". Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5671.
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Researchers and policy makers agree that studying the relationship between school qualityand academic achievement will benefit public investment in education. An important turningpoint in educational delivery in Africa came during the 1990 World Conference on Educationfor All where renewed commitments to quality basic education were made. Against thisbackground, interest in how African education systems are progressing has increased. Thisthesis contributes to this understanding in three important ways. The first and broadestobjective is to assess the role of comparative studies in setting educational standards. Thesecond relates to how schools within three East African education systems can contribute tothe academic success of students whatever their background. The third is to investigate whichschools most effectively ensure a meaningful educational experience for children who faceeconomic and social hardships. Data are sourced from the second wave of a cross-nationalsurvey of schools in Southern and Eastern Africa. Hierarchical Linear Modelling is used toanalyse data on schools and students in Kenya, Tanzania and Uganda.The results demonstrate that, although valuable for establishing general patterns of effects,comparative studies should be followed by further investigation of the salient issues at workwithin individual countries. Contrary to earlier studies in developing countries, anunambiguous positive relationship between socioeconomic status and student performancewas evident across this region. Compositional, structural and organisational characteristics ofEast African primary schools were found to be related to academic achievement. Academicallysupportive relationships between students and household members benefited studentperformance in Kenya and Tanzania. In line with the school effectiveness theory, resourceavailability proved to be consistently related to educational quality and its equitable distributionin Uganda. An important finding relating to gender was that characteristics of schools thatimproved quality did so more effectively for boys than for girls and therefore increased themale academic advantage. The implication is that the climate for learning in East Africanprimary schools is better suited to educating boys.The study recommends that future surveys pay closer attention to how student attitudes tolearning are shaped so that schools can play a more effective role in motivating students. Totease out exactly how the educational environment influences learning, it is also recommendedthat more longitudinal studies be pursued by the educational research community. That thepace of educational reform is often painfully slow makes the use of longitudinal data to track itscourse all the more necessary.
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Stewart, June. "Classroom assistants their impact in Scottish primary schools /". Thesis, Connect to e-thesis, 2009. http://theses.gla.ac.uk/1121/.
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Thesis (Ed.D.) -- University of Glasgow, 2009.Ed.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2009. Includes bibliographical references. Print version also available.