Faculty of Education - Theses
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ItemThe Leadership role of the head of department in an U.K. school: a comparison( 2003)This thesis investigates the role of the Head of Department in a secondary coeducational independent school in the United Kingdom. The study is a replication of a previous study (White 2000) that investigated the role of `middle management' in six secondary schools in Victoria, Australia. The investigation was in response to the scarcity of research into the role of middle management in schools. This study offers an international comparison of the role. The methodology used in the study was hermeneutic phenomenology. Three distinct groups of staff from the school were interviewed in order to provide a multi-perspective view of the role (senior management, two heads of department, and three teaching staff). The findings were compared with those of White, and similarities and differences discussed. The study found that the role of the Head of Department was complex and involved many facets. There was general agreement among the participants about the role. Participants agreed that the role was important and had the potential to positively impact on student outcomes. The results showed there was a high degree of similarity with those of a previous study (White 2000), with situational factors accounting for minor differences.
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ItemLeadership teams in selected self-managing primary and secondary schools of the future: principal and teacher perspectives( 2001)Restructuring empowers schools and challenges deeply held beliefs and customs about schools and schooling. While some commentators have reservations, others see teams facilitating the move to the humanistic organisations of the twenty-first century. This study explored the phenomenon of leadership teams in self-managing Schools of the Future in Victoria, Australia. A survey built on Organisational Behaviour theories investigated the extent of the phenomenon and hermeneutic phenomenological interviews without an a priori framework explored complexities. Responses were aggregated and a cross case analysis given. While some findings reflected those of scholars in the field others differed and some provided new insights. The high level of support traits and sources received indicates a similarity of views and understandings among schools and between principals and teachers of teams, teamwork and teamship. Findings revealed: � support for teams was pervasive throughout the school and into the community � teams, usually small but also large, were a feature of the workscape � teams met fortnightly or more frequently � teams worked on a diversity of facets across the full spectrum of school life � funding, support, refreshments and reasonable timelines facilitated teamwork � teams had authority to make decisions, set goals and organise their review � teams were responsible for achieving goals and reviewing achievements with others � teams used a variety of avenues of interaction, and influence and information sources � communication channels throughout the school and beyond were open and used often � incentives included Intrinsic motivator, Cost free, Not cost free and monetary rewards � educators, particularly Principal, principal's teams, were a dynamic factor in the milieu � the similarity between teams and committees was how membership was established � the yin and yang of teams - people and process - which highlighted the customs, values and essential practices that define the mores of teams in schools � the people and process of teamwork benefited members within and beyond the team � teams enhanced school life and teamwork enhanced team products � links between the people, process, product and policy in team orientated organisations � the individual nature of the award system posed an ethical-fiscal conundrum for teams � concerns about people attitudes and behaviour exposed the dark side of teams � new skills were needed to deal with issues related to team dynamics, the role of teams in schools and possible future scenarios.
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ItemMiddle-managers and machines: the impact of information and communication technology on teachers in positions of leadership( 2001)The use of Information and Communication Technology (ICT) continues to increase in schools. While much of the focus has been on its use in the classroom (teaching and learning), the use of ICT for vigil administrative and managerial functions within schools has received little attention. Teachers in Positions of Leadership (POLs) Year-Level Coordinators (YLCs) and Heads of Curriculum Departments (HODs) - have been using ICT for many years but rarely is this use studied. This research has started to address that anomaly. Over a period of six months, the uses of ICT by 24 POLs at a Melbourne Catholic secondary school were studied. The focus was on their ICT use in their POL duties, and their attitudes towards and perceptions of ICT. The study involved both an extensive questionnaire, and indepth interviews of six POLs to ensure detailed understanding of their use of ICT. While there were many different uses of ICT identified, usage was led by a small group of enthusiastic teachers. Others made more limited use. Major factors affecting the variety of use were different levels of access to software and hardware (particularly access to email and the Internet), different levels of Professional Development, and POLs' personal perceptions of the efficiency and effectiveness of using ICT in their work.
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ItemLeadership of a learning community: a case study( 2002)This thesis paper is concerned with uncovering leadership strategies that are employed in one school to promote a learning community, a study of a complex social situation that strives to satisfy society's expectations in education. It is a qualitative case study undertaken in an effort to see a connection to current educational theory with leadership characteristics that may be observable in other successful learning communities.