Дисертації з теми "Governance of schools"
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Young, Caprice Yvonne. "California charter public school governance a comparison of the academic achievement of schools grouped by governance model /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1693038471&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаDixon, Malcolm. "Primary school governance : the perspectives of head teachers and chairs of governance." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4498/.
Повний текст джерелаMbengashe, Andile. "Improving school performance through effective SGB governance in previously disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021050.
Повний текст джерелаPhumbwe, Dorothy Godfrey. "School level fundraising : exploring equity and governance in Tanzanian secondary schools." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573475.
Повний текст джерелаKnowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.
Повний текст джерелаThe purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.
The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.
In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.
The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.
Knowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.
Повний текст джерелаau, l. payne@central murdoch edu, and Lesley Irene Payne. "School Governance: Phases, Participation and Paradoxes." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040831.95132.
Повний текст джерелаAntonie, Lyson CHIGEDA. "Nurturing Deliberative Democracy in Public Secondary Schools in Malawi: School Governance and Pedagogies." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199429.
Повний текст джерела0048
新制・課程博士
博士(地域研究)
甲第19105号
地博第179号
新制||地||61(附属図書館)
32056
京都大学大学院アジア・アフリカ地域研究研究科アフリカ地域研究専攻
(主査)教授 梶 茂樹, 教授 重田 眞義, 准教授 高田 明, 准教授 山名 淳
学位規則第4条第1項該当
Black, Shaun M. "An examination of urban school governance reform in Detroit Public Schools, 1999--2014." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105019.
Повний текст джерелаIn 1983, the A Nation at Risk report stated that our educational institutions in the United States and especially in urban areas were not meeting the educational needs of our students. Since A Nation at Risk, elected school boards in urban areas were under fire from the media, parents, other civic and community leaders, and voters due to fiscal irresponsibility and poor student achievement. In selected urban cities across the nation, elected school boards were replaced in favor of mayoral control (e.g., Boston, Chicago, Cleveland, Detroit, New York City, Philadelphia, and Washington DC) and appointed school boards (Wong et al., 2007). In 1999, the Detroit Public Schools (DPS) was taken over by the state of Michigan in an effort to reform the district. In 1998 prior to the state takeover, DPS had 261 schools, 167,000 students enrolled in the district, and a $93 million budget surplus. In 2014 after several years of state control, DPS had 97 schools (−62%), 47,000 students enrolled (−71%) in the district, and a $232 million budget deficit (−349%). During this same time period, DPS had eight different district leaders under three different school governance models. This qualitative historical case study developed an understanding of the overall impact of school governance reform on the institutional progress in DPS from 1999–2014. Institutional Progress examines the overall functioning of a school district in the areas of: leadership, educational programs, finances, personnel, community support and political support. This study also described the external and internal barriers preventing DPS from making institutional progress. This qualitative study utilized four data sources: interviews of current and former Detroit Public School personnel (i.e., school board members, central and building administrators, teachers, parents and community activists), Detroit Board of Education meeting minutes reports, daily newspaper coverage of DPS from the Detroit Free Press and the Detroit News, and city of Detroit archives on the annual State of the City Address given by Detroit mayors to determine whether or not institutional progress was achieved in DPS from 1999–2014. The findings of this study were the following: 1.) there was a lack of institutional progress in Detroit Public Schools; 2.) school governance reforms in DPS did not have a positive impact; and 3.) internal and external barriers prevented DPS from making institutional progress.
Thedy, Elizabeth. "AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2507.
Повний текст джерелаEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Ramuntshi, Ndibuwo. "The involvement of parents in school governance in public secondary schools in Sibasa Circuit." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1031.
Повний текст джерелаThe study investigated the involvement of parents in school governance in Sibasa Circuit. Among others the study found that parents experience various challenges with their role in this regard. School Governing Bodies struggle to maintain a full complement of the parent’s component. However, there are various ways and means that can be used in order to improve the situation. The study used both qualitative and quantitative approaches in both data collection and analysis. The result from the study indicates that lack of capacity is a challenge to parents in contributing positively towards the involvement of school governance. The findings of this study have shown that there is a major concern that parents need to be given the opportunity to make inputs in the school. The study shows that the level of capacity and lack of ownership by parents is still a challenge; however the interest to change the status is still available by the parents. The recommendations suggest the following: • Parents should first be made familiar with the South African Schools Act of 84 of 1996. If parents could be educated on this Act, they would know the duties of governing bodies and what is expected from them. • The training should be conducted among all chairpersons, secretaries and treasurers in order for them to be taught how to conduct their duties; Effective consultation should be introduced in schools in order to encourage parents to be involved in school governance. Establishment of parental association can improve the involvement of parents in school governance. Parental association must educate parent members about the importance of communication. They must know that they have to communicate with other parents who are not members of the school governing body, because their duty is to represent their interests. This will help to foster parent involvement in school. Lastly, the National Department of Education needs to review Section 27 of South African Schools Act 84 of 1996 to include remuneration of school governing body members. This section is the one that states that no remuneration must be given to people for governing body duties. Remuneration can help to motivate parents to participate fully in governing body duties.
Dingle, Robert John. "Effective governors - effective schools? : a study of governor effectiveness and its association with school effectiveness." Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/674.
Повний текст джерелаDick, 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.
Повний текст джерелаIn 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.
Woodward, Cathy Lee. "EFFECTIVENESS OF GOVERNANCE BOARDS IN TRADITIONAL PUBLIC SCHOOL DISTRICTS AND COMMUNITY PUBLIC SCHOOLS IN OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1155745089.
Повний текст джерелаSheppard, A. Paul J. "An analysis of the nature of the governance of international schools and the potential for securing appropriate governance." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557795.
Повний текст джерелаPunter, Anne Lucy. "School governors from business and industry : an analysis of their purposes and functions in the governance and management of schools." Thesis, University of Bedfordshire, 2000. http://hdl.handle.net/10547/285944.
Повний текст джерелаVan, der Rheede Christo Owen. "Governance model for South African schools based on a case study at West Bank Secondary School /." Link to the online version, 2005. http://hdl.handle.net/10019/1258.
Повний текст джерелаVan, Der Rheede Christo Owen. "Governance model for South African schools based on a case study at West Bank Secondary School." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1875.
Повний текст джерелаThe core business of schools is to develop, implement and sustain an effective and efficient curriculum delivery process in order to provide quality education to all learners. External and internal changes though constantly affect the effectiveness and efficiency of the curriculum delivery process and it is required of schools to adapt and meet the demands that are required by these external as well as internal changes. Successful adaptation in an ever-changing environment also depends on how successful a school transforms itself into a learning organisation, develops conducive learning circumstances for learners and encourages constant learning by staff members as well. Research in this respect indicates that principals play a very important role in transforming schools into learning organisations. Schools as learning organisations are also recognised as complex organisations, which consist of multiple relationships or linkages between educators, learners, parents, fellow colleagues, provincial and national education departments, government, service providers, as well as other stakeholders. These relationships are never stable, nor predictable and it requires of principals to monitor, understand and interpret changing circumstances and respond appropriately. Appropriate responses must reflect our country’s constitutional values, which promote collaboration and consultation with all stakeholders. It also requires of school principals to apply a leadership approach, which not only facilitates participation by all stakeholders, but which focuses on empowerment as well. Furthermore, the role of principals in leading and managing schools has changed tremendously and there is a great need to empower principals and school management teams with facilitatory-and-empowering leadership competencies. Such competencies will enable them to understand, interpret and manage change in collaboration with other role-players much more effectively. It will also enhance their ability to effectively lead and efficiently manage the curriculum delivery process and all other supportive systems, such as the academic planning, assessment, finance, procurement, maintenance and human resources systems. Considering the former, this study focuses on the development of a governance model for schools, which considers schools as complex organisations continuously affected by change in the external as well as internal environment. Hence, the governance model provides principals and senior staff members with the understanding how to manage these changes in terms of principles which are derived from complexity theory. Complexity theory informs the practice of school leadership coherently and provides principals with the insight to look at the school educational system as a whole in order to advance organisational effectiveness continuously. According to complexity theory, no system is stagnant; it constantly changes, adapts, learns and evolves. The governance model therefore outlines various facilitatory-and-empowering leadership approaches which are required to cope in an environment which are continuously affected by change. It also illustrates the supporting role of effective communication and sound labour relations in this respect and outlines various management roles, which are required of the principal to transform schools into learning organisations. The governance model also focuses in particular on three essential governance processes, which are applicable to the translation of monetary allocations into appropriate nonpersonnel resources. These governance processes are budgeting, cost management and information technology. The last part of the model focuses on the various control systems for quality assurance purposes, such as whole school evaluation, systemic evaluation, performance appraisal and risk management. In conclusion, West Bank secondary school was used as a case study to experiment with and study the impact of appropriate leadership approaches, management roles, governance processes and controls. The integration of existing research and practice knowledge at this institution aims to extend the scope of application of the governance model to all schools in South Africa and elsewhere in the world.
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/.
Повний текст джерелаNtuli, Bonginkosi Abraham. "Stakeholders’ perspectives regarding parental involvement in governance and schooling in Hlabisa circuit schools." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1657.
Повний текст джерелаThe literature reveals that if schools lack parental involvement, effective management suffers significantly causing shortcomings in school governance and academic progress. The literature also shows that there exists a relationship between parental involvement and learner‟s academic achievements. It provides that learners whose parents care about their academic progress are likely to perform well on academic activities because such parents often communicate their wishes to children. This study is aimed at investigating stakeholders‟ perspectives on parental involvement in governance and schooling in Hlabisa Circuit schools. The theoretical framework from Epstein‟s theory of overlapping spheres of influence was used but not confined thereto; therefore, supporting theories relevant to this study were also applied. This study used a mixed methods research paradigm which integrates qualitative and quantitative designs as this approach provides convenience for data collection. The data was collected from respondents (educators and SGB members) using questionnaires and interviews. The research findings revealed that due to poor parental involvement in school governance, learners have developed errant behaviour. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. The results also show that if parents are inactive in school governance, poor academic performance is likely owing to the lack of parental guidance. The empirical findings noted educators‟ challenges on attendance of parent meetings, classroom management, learner discipline, effective school management, academic challenges and performance, accessibility of schools, parenting role, stakeholder communication, as well as curriculum and school-work. The SGB members noted challenges on effective involvement in leadership; instructional leadership; behavioural challenges in schools; management of school as an institution; shortcomings on academic resources provision; unemployment, poverty and school remoteness; parental obligations; home-school partnerships; and monitoring of the child‟s academic progress. The study concluded that parental involvement in school governance is not effective and therefore cripples the effect it should be having on schooling, which is academic performance in this context. The study ultimately recommends that SASA, NEPA, SACE and other relevant policies in education should be reviewed to enforce educators‟ authority in schools.
Carman, Donna Lynn. "A Case Study of a Nationally Recognized Middle School's Decentralized Participatory Governance Structure." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/841.
Повний текст джерелаSpedding, Gladys. "'No qualifications are necessary' : effective governance in state secondary schools : model guidelines." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/602/.
Повний текст джерелаBambach, Matthew. "Maximising Board governance effectiveness in small and medium-sized Australian independent schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2310.
Повний текст джерелаMafuwane, Barber Mbagwa. "The influence of community structures on school governance with specific reference to schools in the Bushbuckridge area." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03302005-091410/.
Повний текст джерелаMafuwane, Barber Mbangwa. "The influence of community structures on school governance with specific reference to schools in the Bushbuckridge area." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/23583.
Повний текст джерелаDissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2005.
Education Management and Policy Studies
unrestricted
Joorst, Jerome Paul. "The nature of the representative council of Learner (RCL) members' participation on the school governing bodies of two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4757_1256304733.
Повний текст джерелаThis study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.
Walton, Nina. "Applications of game theory corporate governance, private school admissions and settlement negotiations /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1680034811&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаStock, Mark Julius. "Perceptions of recommended changes in school board governance of public schools as perceived by Indiana school board presidents and superintendents." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238743.
Повний текст джерелаDepartment of Educational Leadership
Molnar, Carole Ann. "Parent and teacher views on parent involvement in local school governance in two elementary, urban schools in Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30522.pdf.
Повний текст джерелаRivas, Carlos A. Jr. "Mayoral Control of Public Schools: Governance as a Tool to Improve Student Achievement." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/428.
Повний текст джерелаNongubo, Mphuthumi J. "An investigation into perceptions of learner participation in the governance of secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015747.
Повний текст джерелаTashi, Sonam. "School-community partnerships: Bhutanese principals' impact on community involvement in schools." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233666/1/Sonam_Tashi_Thesis.pdf.
Повний текст джерелаWatts, Kathleen Louise. "The Bethesda relational healing model and student Peer Governance Program : a mixed-method study of their effects on behavior, relationships, and climate in a Christian school /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1860334641&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
Повний текст джерелаMnukwa, Zolile Maxwell. "An investigative study of parental involvement in the governance of public and private schools in the Matatiele Distict of the Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006644.
Повний текст джерелаJonas, Patrick Thando. "The governance of public special schools in the Western Cape : a comparative analysis of Jan Kriel School and Thembalethu ELSEN School." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1060.
Повний текст джерелаNiitembu, Martha M. "Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003655.
Повний текст джерелаZuma, Nandipha. "A study of parental participation in school governance in selected high schools : Zwelitsha Township, Province of the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1305.
Повний текст джерелаOkaya, Tom Mboya. "School board governance in urban low-socio economic setting: A case study of public primary schools in Kibera, Kenya." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/a9ada7e3f937a4e4fe7209b22153eea49528562e0e5d4d05112e2afb3a0947fe/4206102/201511_Tom_Okaya_PhD_Thesis_2015.pdf.
Повний текст джерелаNtsimango, Ncedile Stewart Lungisa. "An examination of the nexus between school management and governance : a case of selected schools in the Eastern Cape Province." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/1885.
Повний текст джерелаDeHart, Joseph Craig. "The effects of student input into school organization, operation and governance on dropout rate in Iowa alternative schools and programs." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаMabovula, Nonceba Nolundi. "A philosophical exploration of democratic participation in school governance in selected South African black schools in the Eastern Cape Province." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1224.
Повний текст джерелаSince the dawn of democracy in South Africa in 1994, the South African Education System embarked on an all important democratisation process. In schools, this included attempts to dismantle the concentration of powers to include all stakeholders in the governance of schools. Through this, government wanted to ensure that education in its entirety is geared towards development. This includes the birth of the South African Schools Act, which states that a school governance structure should involve all stakeholder groups in active and responsible roles, and encourage tolerance, rational discussion and collective decision - making. This, in spite of the Act, did not prevent schools, particularly black schools, from excluding learners from exercising their democratic rights in terms of the Act. This led to the perennial question underpinning this study: what idea of democratic participation could prevent the exclusion of learner voices in school governance? The study proceeds from using the broad theory of democratic participation to include a liberal democratic approach. It argues for an inclusive democratic participation to enable/promote a stable school environment. The basic concept is that each school governance individual is to be treated equally, and with due regard to his/her actual personal preferences. Three distinct and inseparable methods of inquiry, namely conceptual analysis, deconstructive analysis and the use of narratives, and three forms of data capturing in the form of questionnaires, focus group analysis and journal entries are employed. Research findings revealed six problem areas that had emerged from the data which shows that the situation in the structure of school governance is far from ideal. I then introduced the deliberative democratic school governance (DDSG) perspective as a tentative solution, as it became apparent that quite a number of crucial issues are lacking in the structures of school governance. These uncertainties and attitudes undermine the role of learners in governance and also segregate their legitimacy in the decision - making processes of a democratic state. Deliberative democratic school governance (DDSG) therefore becomes the vehicle through which schools should address the continuous uncertainties and impediments that govern their operations in the school community and the staggering lack of partnership within the school governance structure. I argue and suggest that deliberative processes could be effective if they can be fused with an African culture. The debate has to move from a ‘Western’ deliberative democratic participation model to one that both deals with and addresses the bigger picture of ‘African’ democratic participation which is driven by the belief that a person possessing ubuntu will have characteristics such as being caring, humble, thoughtful, considerate, understanding, wise, generous, hospitable, socially mature, socially sensitive, virtuous and blessed, thus marking a shift from confrontation to conciliation. Finally, the study identifies the need for moral ethics and democratic/social justice to help address the complex societal issues which influence learner outcomes and insists that schools become accountable for creating an authentic supportive school environment for all communities and its role players. Moral ethics, in its fight against violence and crime, will provide a guide for educators, learners and parents. Its aims of ethical living and democratic justice will provide the basis for a framework of balance and harmony within these groups or society.
Jonas, Patrick Thando. "A scorecard for monitoring and evaluation of governance of special schools in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17975.
Повний текст джерелаENGLISH ABSTRACT: Conflicts and dysfunctionality in public schools is often the cause of poor school performance and learner outcomes. This often is a direct result of poor school governance. Studies have previously identified a number of factors affecting the standard of school governance. One of these is absence of an effective monitoring and evaluation system for school governance. The current approach of Whole School Evaluation, which incorporates the Integrated Quality Management System (IQMS), unfortunately does not possess adequate tools for the measurement of school governance with view to identifying specific areas of failure. School governance failures are widespread and costly, but effective governance can provide significant benefits not just for the schools but also for the department, the community and the learners themselves. However, there are two challenges: moving beyond suggestive anecdotes to a systematic approach for measuring the governance of schools, and using the data and rigorous analysis to support schools and improve governance. The researcher has designed a measurement instrument to address this particular gap in the management of public schools. This takes the form of a balanced scorecard based on the Kaplan and Norton Model, but has been specifically developed for measuring the public, education and non-profit sector. A number of school governance performance areas based on regulatory frameworks such as the South African Schools Act (Act 84 of 1996) have been linked to specific indicators and measures. These performance areas related to key targets in order to ascertain the achievement of good school governance outcomes. A learning and developmental approach in the form of a peer review format using a clear and simple process has been developed to apply this measurement system. Through an evaluation study the normative model was applied and tested at selected special schools throughout the Education Management and Development Centres (EMDC) in the Western Cape to test the hypothesis that such a balanced scorecard effectively measures school governance while identifying actual areas of failure. It therefore enables School Governing Bodies (SGBs) to focus on these failures in order to improve school governance and therefore promote the schools’ overall performance. The outcomes of the study have been so impressive that the system can be further developed with stakeholder organisations utilising an online approach that can improve management and save time in view of the schools’ “time-on-task” focus. This is the national government term for time management in teaching and learning in schools. Participants at selected schools further indicated that, with effective orientation and training of SGBs and application teams, this instrument can produce good school and learner outcomes.
AFRIKAANSE OPSOMMING: Konflik en wanfunksionering in openbare skole is dikwels die oorsaak van swak skoolprestasie en leerder-uitkomste. Dit is dikwels ‘n direkte gevolg van swak skoolbestuur. Vorige studies het ‘n aantal faktore geïdentifiseer wat die standaard van skoolbestuur raak. Een van hulle is die afwesigheid van ‘n stelsel vir “doeltreffende monitering en evaluering” van skoolbestuur Die huidige benadering van Totale Skoolevaluering wat die Geïntegreerde Gehaltebeheerstelsel (IQMS) insluit, beskik ongelukkig nie oor voldoende meting van skoolbestuur met die oog op die uitkenning van spesifieke tekortkominge nie. Waar tekortkominge ten opsigte van skoolbestuur wydverspreid en duur is, is dit ook so dat doeltreffende bestuur beduidende voordele kan hê, nie alleenlik vir skole nie, maar ook vir die departement, die gemeenskap en die leerder as sulks. Daar is egter twee uitdagings wat gestel word: om verby voorgestelde wenke te beweeg na ‘n sistematiese benadering vir die meet van die bestuursaard van skole, en om van die data en nougesette analise gebruik te maak om skole te ondersteun en hulle bestuur ‘n helpende hand te bied. Die navorser het ‘n meetinstrument ontwerp om hierdie spesifieke gaping in die bestuur van openbare skole aan te spreek. Dit is in die vorm van ‘n gebalanseede telkaart, gebaseer op Kaplan en Norton (1996), maar wat spesifiek vir die meet van die openbare, onderwys- en nie-winsgewende sektor ontwikkel is. ‘n Aantal prestasies wat spesifiek met skoolbestuur te make het en op regulerende raamwerke soos die Suid-Afrikaanse Skolewet gerig is, is gekoppel aan spesifieke indikatore en maatreëls en met sleutel-teikens belyn met die oog op die bereiking van skooluitkomste. ‘n Leer- en ontwikkelingsbenadering in die vorm van ‘n portierhersieningsformaat, waar ‘n duidelike en eenvoudige proses gebruik is, is ontwikkel om hierdie metingstelsel toe te pas. ‘n Normatiewe model is deur middel van ‘n evalueringstudie toegepas en aan geselekteerde, spesiale skole regdeur die Onderwysbestuur en Ontwikkelingsentrums in Wes-Kaapland getoets met die doel om die hipotese te toets dat so ‘n gebalanseerde telkaart skoolbestuur doeltreffend meet en tegelykertyd ook tekortkominge identifiseer. Vervolgens stel dit Skoolbeheerliggame in staat om op hierdie tekortkominge te fokus ten einde skoolbestuur te verbeter en daarmee saam die skool se oorhoofse prestasie te bevorder. Die resultaat van die studie was so indrukwekkend dat die stelsel verder in samewerking met belanghebbende instansies ontwikkel kan word deur die gebruikmaking van ‘n aanlyn-benadering wat bestuur kan bevorder en tyd spaar, veral in die lig van skole se fokus op “tyd op ‘n taak.” Deelnemers by geselekteerde skole het aangedui dat dié instrument puik skool- en leerder-uitkomste sou kon lewer indien daar doelmatige oriëntasie en opleiding van Skoolbeheerliggame en toepassingspanne is.
Morolong, Itumeleng Percival. "Impediments to parental involvement in the governance of selected primary schools in the Bloemfontein area." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/21.
Повний текст джерелаThe aim of the study is to determine the impediments to parental involvement in the governance of selected primary schools in the Bloemfontein area. It also examines the impact of the principals’ attitudes as perceived by the parents towards their involvement in the governance of the school; the means of communication between the school and parents; whether co-operation between the principal and parents affects school governance; and whether familiarity with parents’ roles as stipulated in the South African Schools Act affects their participation in school governance. The literature was consulted on the segregated education of the previously disadvantaged people under apartheid. The transition from apartheid to education under the new political dispensation, as set out in the South African Schools Act 84 of 1996 also received attention. The study further addresses the issue of parents’ reluctance to participate in school governance and the views of teachers and parents on their roles in school governance. Ministerial investigation into the effectiveness of school governing bodies is presented and an international perspective on school governing bodies is also provided. A quantitative method using survey research method was employed in this study and a questionnaire was used to collect data. The aim was to elicit responses from the parents in as far as impediments to parental involvement in the governance of schools is concerned. It was revealed, however, that despite the parents’ reluctance to take part in school governance, principals’ attitudes were found to have a positive effect on parental participation in school governance. Methods of communication between the school and the parents were found to be effective, though a suggestion is made for improvement. Parents were found to be willing to co-operate with one another for the betterment of the school. Furthermore, parents were found to be familiar with the roles of members of the school governing body, irrespective of whether they are members of the school governing body or not.
Maharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаSmith, William A. Jr. "Parental Involvement in Schools: A Phenomenological Study of Four High Schools in a Rural East Tennessee County." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/86.
Повний текст джерелаPoswa, Sakumzi. "Inhibiting factors to the role of representative council of learners in participative governance of schools: a case study of selected schools in the Qumbu District in Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/484.
Повний текст джерелаRobbie, Byron. "Beyond inclusion : transforming the educational governance relationship between First Nations and school districts in British Columbia /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2086.
Повний текст джерелаBjurenfors, Fredrik. "För elevernas skull : Skolinspektionens kritik mot skolor som fått vitesföreläggande." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144290.
Повний текст джерелаMakhubu, Tjetjane Samson. "The role of parent-teacher-student-associations (PTSAs) in the democratic governance of schools : future policy implications." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15992.
Повний текст джерелаThis research study attempted to gather, present and analyse information regarding the current role of the Parent-Teacher-Student-Associations in the democratic governance of secondary schools for purposes of contributing towards the education governance policy discourse as South Africa moves away from apartheid to democracy. Central to this largely fact-finding exercise was an attempt to make a contribution to an understanding of how the Parent-Teacher-Student-Associations, in the execution of their duties, practice both democracy and accountability; operate; resolve tensions and/or differences among parents, teachers and students; impact upon the schools in general; and relate to both the Department of Education and Training and other organs of civil society. Further, this survey attempted to ascertain m which crucial areas the Parent-Teacher-Student-Associations are most lacking, and how these could be strengthened. And finally, an attempt was made in this study to contribute to the possible future role of the Parent-Teacher-Student Associations in the new democratic education dispensation, and how, in the execution of this new role the Parent-Teacher-Student-Associations should relate to the new, future democratic government. The study concluded with a number of recommendations for policy in the area of democratic school governance. The study used largely a survey method. The Parent-Teacher-Student-Associations of three secondary schools under the auspices of the Department of Education and Training in the Western Cape region were surveyed. The single most important data-gathering instrument used was the interview. Numerous conclusions were arrived at. First, the Parent-Teacher-Student-Associations studied were found to be very powerful and effective in their areas of operation in school governance despite their inability to have access to resources of power, wealth and expertise. These Parent-Teacher-Student-Associations are important education policy actors who are not only influencing policy, but are in total control of very crucial policy areas in their schools. Second, the study concluded that whereas the Parent-Teacher-Student-Associations studied represent an important step towards the full democratisation of education in general, and in their schools in particular, their role in school governance could not be described as an unqualified success. However, despite the problems associated with the PTSAs involvement in school governance, their role does have the potential to make for better schools. And finally, because of the limited nature of the study in terms of the methodology, scope and time, the conclusions arrived at here cannot and should not be generalised beyond the confines of the study as no attempt was made to embark upon regional or national research exercise.
Mason, Philip Lawrence. "Governor experiences of the strategic development process of English Free Schools." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17259.
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