Faculty of Education - Theses
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ItemAn investigation of principals’ views on the factors that influence the place and provision of music in primary schools( 2023-03)Though music remains an historically strong part of Australian school life, it is vulnerable to low resourcing and lack of status. Much of the literature specifically references the barriers to achieving a level of music provision that meets the needs of students in each individual school community. Research indicates that the principal is a significant influence on music provision in schools compared to other factors, although this is often overlooked in the literature. While the principal as change agent is well documented in certain music education literature, it is unusual to see their views explored in great depth. To investigate this gap, three primary principals from state schools in Melbourne’s northern suburbs in Victoria, Australia, were recruited for an interview-based study that sought to explore the question: What are the perspectives and ideas that shape principals’ views of music education? The study design used semi-structured interviews following a pre-interview survey and used an interpretivist paradigm due to the study’s emphasis on observation and interpretation. Interview data was categorised by theme, and language use was analysed using Conversational Analysis and Discourse Analysis methods. Critical theory, with its emphasis on social and power structures, was chosen as a theoretical framework. Findings suggested that the constraints on principals in Victorian schools, that had been identified in other, non-music education literature, could impact their capacity for provision of music. Principals are identified as possibly the strongest factor in the level and quality of provision, and as provision has been shown to be inconsistent, it is reasonable to assume that the capacity of individual principals is also inconsistent. While many principals value music and will endeavour to resource it in spite of barriers, it is suggested that the benefits of having music in schools be more broadly communicated to all stakeholders to elevate its status. All participants demonstrated a commitment to prioritising music provision at their school, and a willingness to learn more about its benefits. Furthermore, they also articulated the broader concept of needing to extend the knowledge about music’s benefits at a system and / or principal network level, in order to better support principals’ capacity to ensure music provision.
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ItemThe experience of a colonial headmaster: the education and political life of J. E. Bromby 1858-1875( 1993)The early growth and development of a boys public school which later becomes an important public school in a modern society is always a worthy and legitimate subject for historical and educational study. Therefore, the study of the development of the Melbourne Church of England Boys Grammar School in Victoria and how one man contributed to that development is an interesting and important study in its own right. Therefore this thesis examines the contribution and work of Dr John Edward Bromby, the founding headmaster of Melbourne Church of England Boys Grammar School. It covers the years 1858-1875. The thesis examines Bromby's work at the Grammar school and the influences that contributed to Bromby's particular style of headmastership. Some of these influences include the effect of the work of Thomas Arnold on Bromby, the influence of Bromby's religious and own educational ideas and the intermeshing of the general public school ideal in the Victorian colony as reflected in the public school rivalry both in sport and in academic achievements as shown by success in the Matriculation exam. Furthermore, the thesis examines Dr Bromby's contribution to the Higinbotham Royal Commission on public school education between 1866-1867, his writings and contribution to public debate on important controversial issues, both religious and secular, which pervaded the Victorian colony in the late 1860's and early 1870's. Finally, some overall assessment is made of Dr John Edward Bromby's work while occupying the position of headmaster at the Melbourne Boys Grammar School and his general influence on the society of Victoria both in public debate and on matters religious.
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ItemThe leadership role of principals in selected secondary "Schools of the Future": principal and teacher perspectives( 1996)Schools of the Future is a major management reform of government (public) schools in Victoria, Australia. When fully implemented all schools will have control of 90% of their operating costs, principals will have the power to select and initiate the removal of staff, and schools will have a school charter that details a three year resource and accountability framework. As principals were viewed by the government as central to the reform, this research focussed on perceptions of the leadership role of principals. Perspectives on principal leadership were gathered from both principals and teachers using a hermeneutic phenomenological methodology without an a priori theoretical framework. Principals and teachers were interviewed at seven schools. In addition, principals only were interviewed at three schools. In total ten principals and thirty teachers from ten schools participated in the research. The perceptions of principals and teachers were found to be similar. The perceived leadership role of principals was found to be complex and multi-dimensional with 17 leadership themes described. In addition, there were 13 themes where change was noted in the leadership role since the introduction of Schools of the Future. Comparing the found leadership description with findings from the leadership literature resulted in a list of 12 recommendations for practice and support for three current conceptions of leadership: 1. Instructional leadership was evident, although there was less direct involvement by principals than suggested by previous research, indicating that the leadership could be better described as indirect instructional leadership. 2. The importance placed in transformational leadership conceptions on culture and symbolic leadership, and on being future orientated was confirmed in this research. 3. Support was also found for Caldwell and Spinks' description of leadership for self-managing schools, highlighting the additional leadership foci of accountability and responsiveness. Based on the research findings and comparison with the leadership literature, a model of leadership was presented that had four leadership areas labelled learning and teaching, symbolic and cultural awareness, future orientation and accountability. The model emphasised the linkages between instructional leadership, transformational leadership and leadership for self-managing schools. The model also emphasised the complexity of the leadership role of principals.
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ItemWhat are the qualities, skills and leadership styles adopted by a successful school principal in a successful Victorian specialist school?( 2005)As schools become more and more competitive for a share in the educational marketplace, what attracts parents and students to attend them is their success within the community. The overall success of a school is greatly determined by the leadership provided to them by the school principal and the senior administration team. Over the years many researchers have focused on the leadership of principals and what qualities and skills they need in order to be successful. Whilst this research has done the same, it has differentiated in part by extending its research and interviewing not only principals, but other school personnel and parents. This study also forms part of the International Successful School Leadership Project whereby, a total of 33 schools will be closely analysed in order to ascertain what skills and qualities are employed, and need to be employed, by successful principals leading successful schools. It is envisaged that at the end of the project, principals and aspiring principals will be able to focus on such findings in order to better their school and themselves. This research follows closely the research carried out by Day, Harris, Hadfield, Tolley and Beresford (2000) where they focused on the leadership and successfulness of 12 schools in the United Kingdom. In order to conduct this research a single case study was employed with qualitative research skills engaged to analyse data. Data was obtained via a series of interviews and documentation pertinent to the school in question. The findings of this research clearly indicated that the school in question did emulate the key qualities of a successful school. Such qualities are: - The academic and social progress made by students individually.- Staff engagement and regular discussions on curriculum.- Schools forming positive links with the wider community.- Schools able to provide support to students, parents and staff.- Strong leadership that is also flexible, adaptable, focused and committed to the over-arching vision and philosophy of the school.- An environment conducive to teaching and learning.- Quality teaching with staff committed and competent in their role as educators.- Appropriate resources needed to deliver the curriculum. In addition, the principal practised many of the leadership styles needed of a successful principal including: strong commitment to the school and education in general, support of staff, strong and well articulated vision for the school and the ability to adapt leadership styles. The findings further highlighted areas of improvement for the principal in question and indicated further direction of studies related to this theme.