Faculty of Education - Theses
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ItemLeadership and management in three exemplar non-government Australian Christian schools( 2000)The aim of this study was to identify some of the keys to the success of three non-government Protestant Christian schools, two parent controlled and one church sponsored. An expert panel nominated successful schools. Those with the greatest number of nominations were invited to become case studies. Qualitative methods of in-depth interviewing and document study were employed in each of the three schools. Eleven interviews were conducted, three chairpersons, three principals, three deputies, one school general manager and one sponsoring church general manager. The two research questions focused on a description of the current leadership and management practices and an understanding of the outcomes of the leadership and management in the lives of the students. These questions were developed into a conceptual framework that underpinned the study, namely that the leadership and management styles create distinctive structures in effective schools that in turn lead to the key attributes of success in the three Christian schools. The most significant findings of the research were that a collaborative leadership style dominated the organisations and that the school boards were now concentrating on governance and the implementation of a modified CEO model for their principals. Distinctive enrolment policies were being carefully implemented by committed Christian teachers whose contribution was regarded as the single most important factor that has led to the success of the schools. The teachers' primary objective was to see the lives of the students transformed, which was the central feature of the schools' dynamic vision. It is hoped that this study will be of value to anyone who wishes to see Christian schooling in Australia continue to succeed.
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ItemVision and practice in Catholic schools( 2000)This research examined the way in which a group of principals, teachers and parents from three Catholic primary schools in the Archdiocese of Melbourne perceive the translation of vision into practice in their schools. This paper provides an account of the background literature examined, the methodology used, the data collected and conclusions drawn.
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ItemHow Victorian primary school principals perceive their role( 2006)This study investigated the phenomenon of the principal role in Victorian primary schools. It sought to provide insights in relation to how principals view their role in a time of rapid change and increasing accountability. The research involved six selected principals in a broad qualitative study. Data were collected via individual interviews using semi-structured questions. Interviews commenced with an open broad question about the role of the principal. This was followed by semi structured questions based on a broad conceptual framework relating to the expected and actual role and the leadership and management dimensions of the role. The perceptions of the principals were used to describe their role and the extent to which they believed their view of the role matched with the expected role for Principal Class personnel (Department of Education and Training, 2001). When asked, principals made clear distinction between the management and leadership aspects of their role, though some saw areas of overlap. It was found that although principals generally saw a good match up of the actual and expected role some were frustrated and overwhelmed by the management and administrative workload, which they felt took time away from their preferred role of leadership. The principal's ability to balance the leadership and management aspects of their role in their school was also described. Finally, implications for practice and further research in the areas of professional training for principals and workload issues are described.
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ItemMarket orientation case study( 2001)The importance of this research is reflected in the changing face of education. There is increasing pressure for accountability of schools in the private and public sector, for their programs, their financial viability and ultimately their capacity to survive in the marketplace. While the education industry is rapidly becoming a competitiveness business, the legitimacy of marketing as a means of recruitment, the marketing concept and embracing market orientation sits uneasily with many educational administrators. School X provides an illustrative case study of a well-established school in the international education sector. It has a strong business focus and is part of a global educational network. The management structure is similar to that in private sector industry. As a successful enterprise operational practices and marketing strategies are worthy of study. Qualitative and quantitative research methodologies will be applied. The researcher will discover how School X has embraced the concept of market orientation and whether the organisations growth is related to its approach to the marketing concept.
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ItemHawthorn Leadership Assessment Centre : a case study of assessors' perceptions( 2001)The implementation of the National Association of Secondary School Principals (NASSP) Assessment Centre at Hawthorn Leadership Assessment Centre (HLAC) is a part of The University of Melbourne s post-graduate syllabus. At the completion of an assessment centre assessors were interviewed. Their perceptions indicate that H LAC is an effective professional development activity for participants and assessors alike. This finding emerged through the implementation of a semi structured interview schedule. The study also found that assessors believed a more culturally relevant model reflective of local practice be explored or incorporated into the franchised NASSP model.
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ItemInitiative and control : in the Disadvantaged Schools Program in Victorian government schools, 1973-80( 1985)The Disadvantaged Schools Program seemed a fertile field for the study of the relationship between initiative and control. While the need for organisational controls, in the interests of conformity, cohesion, security, co-ordination and effectiveness can hardly be disputed, neither can the urge of individuals to be themselves, and to act as they think best. While any group, organisation or society needs some pattern of regulation, both for its own sake and for the sake of its members, harmony is a heavenly rather than an earthly state. The intrinsic nature of man, the gap between prescribed and actual organisational goals, the effect of continual change in people, structures and external conditions, all serve to ensure that the interaction between people and organisations can never be smooth for long. The key problem awaiting solutions is the finding of the parameters of the optimal relation between the individual member of an organisation and it overall structure, between individual aims and organisational goals, between necessary mechanisms of delegation and control and individual needs and expectations.
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ItemFundraising in seven independent schools in Victoria : a pilot study( 1996)Structured fundraising is being formalised in independent schools through the establishment of development offices. Money raised through development aims to fill the gap between incoming money from fees and government grants and programs and resources considered necessary to provide exemplary education. However, development in schools is not only concerned with monetary gain. To achieve financial success, development officers must identify their supporters. To this end, friend raising is assuming greater importance in schools. Alumni and parents are nurtured to form a solid donor base within the school community. This study was designed to look at the development work being undertaken in seven independent schools in Victoria. The various fundraising strategies of these schools are described in the contexts of each of the selected schools' histories. Much of the development work being undertaken is influenced by the American experience. Australian independent schools can learn from the American experience. A model of the events and stages that appear from this pilot study is proposed as a contribution to ideas and concepts to offer interesting points for further study. The question of who constitutes the donor base and how development officers can identify this group is investigated. The types of programs to which donors give are also explored. Libraries are one area of schools which are likely to require substantial injection of funds, particularly as the use of new information technology is adopted in schools. Librarians need to be aware of the fundraising process within their school and any likely budgetary implications for their department. They can advise on aspects of fundraising where they have special expertise. The logistics of fundraising in schools frequently involves the use of volunteers. The study investigates the attitudes of development officers to this unpaid workforce, and if and how it can be used most effectively to assist development in schools. Librarians can be useful in this aspect because they have a long history of effective volunteer use in library programs. This is a descriptive study of development and fundraising practices in seven independent schools in Victoria. The study examined how fundraising is conducted by means of structured interviews with development officers responsible for implementation of development tasks and questionnaires to librarians in the same schools to expose specific aspects of the fundraising process in a school situation. Findings from this purposive sample of the population are not representative of all independent schools and refer only to the schools concerned. The data sheds light on aspects of fundraising and development practices and may be useful as reference for other independent schools. The study contributes to a better understanding of some of the factors that would be useful to explore further in a larger study of development and fundraising in schools. The issue of philanthropy in Australian schools is one which is currently of great importance given that an increasing number of independent schools are considering getting involved in development offices and fundraising activities.
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ItemSchools of the Future and curriculum development and implementation : an investigation( 1995)Restructure of the Ministry of Education has ensured that schools are no longer centrally administered but are self-managing within the Schools of the Future program under the Directorate of School Education. As a result, changes have occurred in many areas including administration, financial management, staffing structure and teacher support in areas such as curriculum. This study investigates three schools that are members of the Schools of the Future Pilot Program and seeks to find the effect that the changes from the Program, have had on Curriculum Development and Implementation. The study reviews the literature available on the topic, in particular the notion of self-managing schools in Victoria. Therefore it reviews information on the Schools of the Future Program. It also seeks to understand the effect of changes in curriculum policy and the provision of professional development. The study also seeks to explore the effect of leadership style on the implementation of curriculum within a school. Qualitative research methods were employed when data was collected from the three participating schools. The schools were selected for the following reasons: (i) they are members of the Schools of the Future Pilot Program(or Intake 1); (ii) they are situated in a similar socio-economic area; (iii) the author had ready access to those schools. By applying grounded theory technique to the data a model was developed - The Curriculum Triangle. This model is a suggested representation of what is occurring in the selected schools and could be used further to analyse data from schools, and thus generate the possible areas requiring professional development and curriculum leadership.
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ItemA case study of multi-school evolution: the development of Caulfied Grammar School, Wheelers Hill - the process of restructuring at work( 1990)In the 1980's there has been, and continues to be, an unmistakable trend for the restructuring of the framework of Australian Education as depicted by the various autonomous State and Territorial Authorities of Education. Indeed, it has been pointed out somewhat prophetically as time has revealed that of the nine systems represented at the Conference of Australian Directors-General of Education, seven faced substantial restructuring during 1981"(1), and that the consequences of these proposals could well see the 1980's being regarded as the period of the structural reform movement in Australian education.(From introduction)
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ItemAdministrative policies concerning initial admission to Victorian Government primary schools( 1986)This study was conducted to determine whether or not the admission to- school policy in Victoria, which is based on age and availability of accommodation, has any perceived educational advantage for children. In Victoria in the 1970's there was dissatisfaction over the admission policy, and an attempt was made to develop a policy which took into account the educational needs of young children. Although certain recommendations for change were made by the committees set up to investigate entry-to-school, they were never acted upon by the Minister for Education. The study notes that other Education Departments in Australia did change their policies to include continuous admission to school and ensured that criteria other than age were to be considered. Amongst other things, the literature review highlights the fact that there is a lack of agreement between educators throughout the world, as to what is the most suitable age for a child to commence school, and whether or not entry-to-school should be on a continuous basis. There is strong support however, for beginning school programs to meet the specific educational needs of young children, and to take into account children's previous experiences. An analysis of the data which were gathered by means of questionnaires and interviews indicates that the present admission to- school policy in Victoria does not cater for the individual needs of children, and that there is little if any continuity between preschool programs and those of the school. It also indicates that there are many other problems associated with the admission-to-school policy. The conclusions drawn from the study support the acceptance of the problem statement and have significant implications for admission-to school in this State.