Faculty of Education - Theses
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ItemThe preparation and development of middle leaders in Victorian secondary schools( 2021)Middle leaders in schools provide a critical link between senior leadership and teaching staff. Employing a multi-perspective case study methodology, this study looked at the common themes facing middle leaders at three Victorian secondary schools, Catholic, government, and independent, with regard to their preparation for leadership, their professional and personal development in the role, how their role is perceived by those to whom they report and those they lead, and how they determine if they have been successful in their role. At each school, the following staff members were invited to participate in the study: senior leaders, middle leaders, and teachers. The middle leaders involved in this research were actively involved in leading pastoral, academic, and/or co-curricular departments within a Catholic, government, or independent school. Semi-structured interviewing was used for the purpose of collecting their responses. The participants’ responses were analysed, and emergent themes described. A total of 56 themes with 78 sub-themes emerged from the study, covering the dimensions of preparation, development, perception, and success in leadership. Common themes raised by middle leaders were professional learning, the support provided in their role, career progression, their ability to influence school direction, level of autonomy in the role, departmental management, professional relationships, and their support of students’ achievement. The study indicates that middle leaders’ measurement of success in the role was primarily linked to student achievement in academic and social domains. A leadership development model is offered to support aspiring and current middle leaders.
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ItemMapping the landscape of language learning in Victorian independent schools( 2017)The researcher for this study was granted access to a hitherto unanalysed collection of data: the results of annual surveys on language learning of all independent schools in the state of Victoria, Australia. These surveys detailed the language learning programmes of 126,377 students in 203 primary and secondary schools in 2013. Using the methodologies of Descriptive Research and Grounded Theory, the researcher undertook quantitative analyses of the data to produce an overview of language learning across the Independent sector in Victoria, and snapshots of several languages, calculating the total number of students learning the language and schools teaching it, the location of the schools (metropolitan or regional), the average Socio-Economic Status (SES) index of the schools, the gender balance of students and the number of teachers. The next part of the study involved pursuing patterns and theories that emerged from the data. Four main issues were explored using the data from the surveys: 1. the concentration of students at primary school level in learning certain languages, and the time allocated to these languages in schools; 2. the issue of compulsory language studies, and retention rates; 3. boys and language learning; and 4. children of different socio-economic status and language learning. It was found that some languages, such as Japanese and Italian, were almost exclusively taught in primary school, but in most schools they were given considerably less than the government recommend ninety minutes per week; there was a strong correlation between the mandating of language studies and student retention, and making languages compulsory for longer was associated with higher retention rates in the final year of schooling; languages in the final year of schooling showed in general a stronger proportion of girls, but this was largely due to the strong position of French, which showed a marked imbalance between the genders; and children of low socio-economic status were more likely to learn languages in their final year of schooling than other students, but they tended to choose community languages, which had an impact on the score used to determine university entrance.
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ItemReporting on school performance in Victoria, an international perspective and implications for school leadership( 1996)Social, economic, cultural and political trends can change in nature and importance over time and influence government schools systems. The degree of precision and the style with which the Chief Executive Officer (CEO) of a government school system monitors school performance varies over time and can be inconsistent with that which has been used by his predecessor. The government school systems of England and Victoria are examples of school systems that appear to have experienced similar stages of development and have shared similar social, economic, cultural and political trends. These changes have produced inconsistencies for schools in those systems over time. Employees within government school systems are required to respond quickly to changes in their roles and responsibilities. Field officers who work with schools on behalf of the CEO can become a liability to the school system as ambivalence towards their role develops in schools and as technology for reporting on financial matters as well as student achievement and other aspects of school performance improves. The feelings of those employed within a school system can be a major barrier to their coping with inconsistencies brought about by change. One view is that adaptation to this inconsistency can be assisted by having access to incentives to adjust to change or by having an understanding of one's own inconsistencies. Government school system organisation as well as leaders can influence the behaviour of teachers and students and therefore, arguably, influence school performance and how it is reported. Possible changes in the cognitive activity of principals and teachers that might be influenced by feelings and associated with ambivalence, can also be connected with the concepts of transactional and transformational leadership and school system organisation. It appears that, ultimately, the continued existence of government school systems might well depend upon the extent that schools within those systems accept the authority of the CEO.
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ItemSpiritual health: its nature and place in the school curriculum( 1998-04)As spirituality first appeared in Australian curriculum documents in 1994, it was important to establish how educators thought it related to student well- being. In this research a description and four accounts of spirituality - spiritual rationalism, monism, dualism, and multidimensional unity - were developed from available literature. The literature also revealed four sets of relationships important to spiritual well-being. These were the relationships of a person with themself, others, environment, and Transcendent Other. The model of spiritual health proposed here claims that these four sets of relationships can be developed in corresponding Personal, Communal, Environmental and Global domains of human existence, each of which has two aspects - knowledge and inspiration. Progressive synergism describes the inter-relationship between the four domains. The quality of relationships in the four domains constitutes , spiritual well-being in each domain. Spiritual health is indicated by the combined effect of spiritual well-being in each of the domains embraced by a person. The principles of grounded theory qualitative research methodology were used to investigate the views of 98 teachers from a variety of schools near Melbourne. Feedback from 23 Australian experts, on the researcher’s definitions, is discussed. To encompass all the teachers’ views of spiritual health, to the initial categories of Personalist, Communalist, Environmentalist and Globalist, a fifth category was added for the small group Rationalists, who embraced the knowledge, but not the inspiration/transcendent aspects, of the first three domains of spiritual well-being. All the teachers believed spiritual health should be included in the school curriculum, most rating it of high importance, two-thirds believing it should be integral to the curriculum. The teachers’ major curriculum concerns focussed on Self, Others, the Transcendent, or Wholeness. Investigation of those teacher characteristics seen as important for promoting spiritual health, with associated hindrances and ideals, showed variation by gender, personal view of spiritual health, major curriculum concern, teacher and school type. Greatest variation was noticed when comparing school type. State school teachers emphasised care for the individual student from a humanistic perspective. Catholic school teachers were concerned for the individual, with religious activities being implemented by dedicated teachers. Other Christian school teachers focussed on corporate, not individualistic, activities, and emphasised relationship with God. Other non-government school teachers emphasised tradition, with attendant moral values. Implications of these variations on school choice are discussed. Principals’ behaviour, speech and attitude were considered by the teachers to be vital in providing opportunities for spiritual development in schools. A 30-item Spiritual Health Measure (of Humanistic and Religious Aspects of Spiritual Health) was developed using the researcher’s model of spiritual health and data from 300 UK teachers. The SHM should be useful as a diagnostic for individuals or groups to provide base data from which to plan enhancement of their spiritual health. This thesis contains an analysis of how well the Victorian Curriculum & Standards Framework provides guidelines for promoting spiritual health. A position of responsibility, called Spiritual Facilitator, is proposed to help ensure that the rhetoric about spiritual well-being is put into practice in schools.
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ItemThe impact of a technology policy on a school community: post initial evaluation( 2002)An information and communication technology (lCT) policy is being expected of all educational institutions and the objectives relate to principals, staff and students, in their use, access, skill development, leadership and innovation in the area of learning technologies. A number of schools have introduced and implemented such policies since the late eighties and early nineties. ICT has become an integral part of everyday life and school educational institutions have recognized this phenomenon as one that should be embraced. Since the early nineties, programs utilizing laptop computers or notebook computers have been incorporated into a number of government and independent schools. The focus of this study was to examine how an information and communication technology policy was related to school change. This was a case study of policy development and how such a policy involving notebook computers impacted on school structures, teaching and learning, in a Melbourne independent school. The researcher's main interest was to gain an understanding of the processes involved and the changes encountered. A questionnaire that contained open-ended questions was used in the study to gain an overall view from teachers at the Year 7 - 9 levels. The rest of study used primarily qualitative methods where interviewing administrators and teachers were the other sources of data. These were analyzed using coding methods and memo notes after which themes were identified. The findings were compared to those that already exist which are from studies based primarily at upper primary and lower secondary levels. As well as gaining a personal understanding of the processes involved it is hoped the findings may also be of benefit to the school's future decisions and policies in general and particularly in the area of ICT involving notebook computers.
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ItemThe transmission of the charism of Marcellin Champagnat by principals in Marist schools( 2000)Members of religious orders in Australia face generally declining numbers and aging membership. Some, both within the orders and among their lay partners, have recognised the desirability of transmitting the charisms beyond the members of the order, if those charisms are to continue to inform the vision and culture of the enterprise. The Marist Brothers are no exception. Education is their main focus and the schools that they have established have been recognised as having a particular 'flavour' to them. The Marist way of educating has identifiable characteristics, inspired by the charism of the founder, Marcellin Champagnat. The success of the Marist style of education can be seen in the strong support for the schools. There is a clear desire among many, both religious and lay, to nurture and carry on conducting schools in the Marist way. As more lay people assume responsibility for these schools, it has been acknowledged that attention needs to be formally given to the ways in which the charism can continue to be transmitted. This study has examined the ways in which selected principals in Marist schools have influenced the transmission of the charism within their schools. Through the use of the case study methodology, it has documented actions that have been identified as conducive to passing on the charism to the school community. It has observed that certain characteristics of leadership style are more likely to positively influence the transmission of charism. The study has also identified some factors that may work against such a cause. As a result of the study, certain recommendations have been made which may assist in the process of ensuring that the charism of Marcellin Champagnat continues to flourish in those schools founded in his name.
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ItemAsk a parent: investigating the need for a parent 'ask an expert' service in schools( 2004)'Ask an Expert' (AskA) services are question-answer based Internet services where questions can be asked of individuals with specialist knowledge. There appear to be no examples of AskA services localised to a school community and provided by parent volunteers (here termed ‘AskA-Parent’). This research utilised a needs assessment methodology to explore the potential for constructing such a service at an independent Australian school. Data sources included school documents, government statistics and individual interviews with purposeful sampling of teachers, parents and student prefects; four in each group. Based upon the interview responses, a survey was completed by teachers (n=62), students (n=44) and the students' parent/guardians (n=74). Four main themes emerged from the data in the context of the literature. They were related to the usage of information and communications technologies (ICT); pedagogy; learning communities; and general ICT issues. The findings indicated that a particular strength of the AskA-Parent program was an ability to further develop schools as learning organisations and to facilitate links between members of the school community. A cautionary finding was related to the importance of clear guidelines in order to lessen obstacles to the success of the program. The findings of this study suggest that there would be benefit in trialling an AskA-Parent program.
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ItemCultural mission of the sisters of St Joseph( 2004)This research study examines the history of Sacred Heart Catholic School, Newport, Victoria, established within the tradition and application of the educational philosophy of the Sisters of St Joseph of the Sacred Heart, founded by Mary MacKillop in 1866. The work includes three distinct areas of research which are: 1. The MacKillop System of Education in its early stages. 2. The growth of multicultural theory and practice in Australia and in Catholicism. 3. The story of one school, Sacred Heart Catholic School, Newport, situated in the western suburbs of Melbourne, Victoria. These areas connect up and illuminate one another throughout the thesis, evoking a sense of school life as it was experienced by members of the school community at different stages of the school's development and within a variety of social and educational contexts. The research appreciates the integral vitality of the founding spirit manifest in Mary MacKillop, especially as it was reflected in the Sisters appointed to the school at Newport as administrators and as teachers. The study examines the long-term adaptation of the mission of the Church, namely the evangelisation of cultures in the local community of Newport throughout its hundred years history. Focus is brought to bear on the interpretation of Mary MacKillop's philosophy of education in its first fifty years and the changes perceived during the later period of massive and fundamental transformation in the ethnic composition of the local community as well as the broader Church and State. By reconstructing the past this study provides a reference point for those involved in education by shedding light on the present and raising questions for the future.
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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.
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ItemThe experience of Third Culture Kids entering secondary education in Melbourne, Australia( 2003)The term Third Culture Kids (TCKs) was first used by the sociologist Ruth Hill Useem in 1976 to describe children of diplomats, missionaries, business people and military personnel who have lived outside their native country for periods of time. The literature suggests that transition concerns for TCKs have not always been recognised or taken seriously, and that the transition process can be traumatic. The identification of significant needs for TCKs is an essential initial step in addressing the sources of trauma associated with re-entering the Australian classroom following time spent overseas. This study focuses on the identification of those significant needs. Six TCKs were approached, and five agreed to participate in this study. All of the participants completed their secondary education at the same school, in outer eastern Melbourne, in either 2000 or 2001. This qualitative study consisted of one on one semi structured interviews with the five participants, followed by a focus group interview involving four of the participants. A key issue identified by the participants during their transition was the desire to be treated as individuals who do not wish to appear different from their peers. The study also identified the importance of supporting the TCKs during their transition, primarily through access to a mentor. The establishment of small groups consisting of other TCKs was also identified as helpful. The main factor that influenced the length of the adjustment period was the time taken to make a personal decision to accept the change of circumstances and move on. This process took anywhere between six months and three years. Each of the participants displayed an amazing ability to rebound from the lows. Their resilience, aided by strong support from family, other TCKs and peers, is evident in their unanimous view that being a TCK is a very positive experience.