Faculty of Education - Theses
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ItemSuccessful leaders in successful schools: a case study of a government primary school principal in Victoria, Australia( 2006)The research examined the leadership behaviour exhibited by a principal of a successful school. It used a single case study of a successful primary school based in Victoria, Australia, using qualitative analysis involving structured open-ended interviews from the multiple perspectives of the principal, teachers, non-teaching staff, parents and students. This research ensured that teachers, other school staff, parents and students were able to comment and thus verify and add to the statements the principal made. The research continued work carried out by Day, Harris and Hadfield. It has contributed an Australian perspective to an international research project on this issue, the International Successful School Principalship Project (ISSPP). The research found it was the principal who made a major contribution to the improvement of the school. Over his tenure as principal, and through his vision, dedication and passion, the principal improved the learning outcomes for all students at his school. He not only improved the academic nature of the school but created a safe and nurturing environment that encouraged the children to want to go to school and to succeed. The research reinforced a lot of what past research has suggested is required for a leader to make an impact or improve the situation in a school. He shared and articulated a clear vision that the staff made their own. The principal, being the main leader, and through empowering others, had made important contributions to student learning. He had mastered a core set of basic leadership practices, was and made everyone accountable for their results and performance, and sought and provided constant feedback. He was a spokesman and role model and defender of social equity and fairness. The research found that most of these qualities the principal displayed appeared to stem from the character of the man - his moral and ethical stance and his commitment to the principles of equity and social justice. His leadership style had extended beyond just transformational leadership to be better described as a highly political, value-led contingency model of transformational leadership. This research contributes to identifying the characteristics and skills that are necessary to create and maintain a successful school and to informing professional development programs for current and future principals.
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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.