Faculty of Education - Theses
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ItemThe effects of education leadership and management on special school students quality learning( 1995)This study examines the context in which special school principals carry out their leadership and management roles. Recently, significant changes in educational policies, organisation leadership and management styles. Implementation meant changes for school Principals. A review of the relevant literature revealed that the challenges bought about has forced schools Principals and teachers to examine the organisations and structures, and to confront their own fundamental values and attitudes. The emphasis on the devolution of authority, and the pursuit of excellence and quality provisions. Principals are forced to perform a dual role. No longer being viewed as administrators, but as leaders in their own right. Special Student's opportunities are enhanced, and extended school years and the level of success is now largely determined by the quality of leadership. Educational Leadership plays a major role in how successful educational programs are when aiming for the full development of student potential. Industry links within education can assist in achieving educational goals which provide students with an understanding of the real world while also assisting principals to become effective and efficient of their organisations. Special School Principals in particular, have two roles to fulfil. They must possess the necessary managerial skills whilst demonstrating the leadership qualities to ensure the growth and development of staff and students. The opportunities to develop success orientation should be encouraged as it will reflect on the standing of school and encourage community support. This study has drawn its information from a small number of Special Schools in Melbourne. Teachers and principals completed a questionnaire by indicating the statement that best described their view of the principal. The outcome indicated that although principals viewed themselves as humanistic leaders, the teachers reveal mixed responses in their indications. The study found that some principals work collaboratively with their staff, some prefer to dominate while others presented confusion and uncertainty in the management, and leadership and vision for the school. The study indicates a need for more relevant initial training. in service and professional development principals so that they understand the roles requested of them.