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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ItemThe impact of the zone based professional development program, "Skill review and professional development", on knowledge, understanding and practice within selected school communities( 1995)While engaged in documenting a retrospective account of a zone based professional development program, Skill Review and Professional Development, which aimed to support school communities in the implementation of skill review and professional development according to the Tripartite Agreement on School Development Planning, I reflected on a statement by Harwayne (1992): 'We take courses. We attend workshops. We read books, We get lots of information. But the really important information comes later on. It comes when we take that seed information back to our classrooms, when we experiment and innovate and invent, when we make it our own. The story really is 'to be continued' (p.337 ). This reflection led to the following questions which drove my investigation: # has the 'seed information' collected during the program been taken back to the school level?; # have school communities been able to 'experiment', 'innovate' and 'invent' in order to make skill review and professional development their own?; and, # in what areas has the zone based professional development program, Skill Review and Professional Development, impacted at the school level? The information gathered to discover the answers to these questions was qualitative in nature and comes from those involved directly with the delivery and implementation of the program. The information draws on what happened at the zone level and what is now happening at the school level. The gathered data took the form of words: written and anecdotal; record and document observations; and transcripts of discussions and interviews, as words captured the spirit of the happenings. The writings of Joyce and Showers (1987), Joyce and Weil (1992), Fullan and Stiegelbauer (1991), Hargreaves (1992), Fullan (1993), Johnson (1993), Guskey (1994) and others have helped make sense of the impact of this program at the school level.
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ItemThe year co-ordinator in selected Victorian metropolitan independent schools : profile, practice and prospects( 1987)This study was designed to examine the position and role of the Year Co-ordinator in selected Victorian Metropolitan Independent schools. The principal objectives of the study were: (i) to discover what sorts of persons undertake this role and establish whether they have personal, academic and career characteristics in common; (ii) to look at the year co-ordinator's perception of the role; and (iii) to examine the career interests of year co-ordinators and, in particular, to gauge their opinions on how well their present role is preparing them for future responsibilities, such as Deputy Principal or Principal. A questionnaire was distributed to forty AHISA affiliated Independent schools in Victoria. Twenty eight valid responses were received. Six Principals returned their questionnaires stating that the position of year co-ordinator did not exist in their schools. The schools who did not reply were telephoned and it was established that year co-ordinators did exist in those schools.
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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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ItemThrough a glass, darkly : a case study( 2000)This study describes, explores and explains a case which occurred in an Australian State primary school, when permission was withdrawn for a research project which sought to survey parents' perceptions of the school. This occurred three weeks after all questionnaires had been distributed, by hand through the school, to every family in the school. The research project was the work of the Deputy Principal, the author of this thesis, who is also known as the researcher and the participant observer. The case is then rewritten, scenarios are constructed and leadership behaviours are described within the Structural, Human Resource, Political and Symbolic frames set forth by Bolman and Deal. A fifth frame, an Ethical frame, as proposed by Starratt, is also applied to the case. These frames comprise most leadership theory and each provides the base for a scenario in which the researcher may more clearly pose a question, a curious phenomenon or a problematic issue. Through the creation of scenarios the researcher was able to understand complex interactions, tacit processes and often hidden beliefs and values within organisations. Each frame generates a different set of strategies. In this way knowledge is gained and potential futures are posited, leading to a sharpened awareness of the forces acting on leaders. The thesis is underpinned by the belief that a conscious and reflective review of, and inquiry into, one's actions as a leader through the creation of scenarios will assist the development of an ethical and pragmatic personal theory of organisation. It is an aim of this thesis to demonstrate that where a case is recreated within the five ideal frames possible futures are evoked, creating an environment for wise decision making and enhanced leadership behaviour.
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ItemA comparative analysis of the role of deputy principal in independent schools in Victoria( 1983)The purpose of this study was to investigate the position and role of deputy principal, or its equivalent, in independent schools in Victoria. Due to the diverse nature of independent schools, the study had as its objectives: (i) To determine whether there were one or more deputy principal positions in each school, or none at all, and whether there were identifiable structural patterns of the principal-deputy principal relationship. (ii) To determine whether there were personal, academic and career characteristics that deputy principals had in common. (iii) To determine whether there was any common role definition for the deputy principal position in independent schools. A questionnaire was distributed to the 65 HMC and AHIGSV affiliated independent schools in Victoria. 46 valid responses were received from 41 deputy principals defined, for the purposes of the study, as the person(s) officially designated to act in the place of the principal in his/her absence. 5 other respondents, occupying the position(s) most closely resembling that of deputy principal, provided valid responses that were included for the purposes of statistical analysis as they appeared to occupy positions of similar status to that of deputy principal. These responses were from 42 schools. The general findings of the study were that: (i) The position did exist in most schools and the one-to-one principal-deputy principal structural relationship existed in the vast majority of schools. 'Deputy Head' was the most common title for the position. (ii) There appeared to be tendencies: (a) against females attaining the position in coeducational schools. (b) for deputy principals from Roman Catholic and Anglican schools to be at the extremes, with those from Roman Catholic schools occupying the younger and less experienced end of the spectrum. (c) for a low incidence of deputy principals to have higher degrees and formal training in the field of educational administration. (d) for a high proportion to view the position as a career' position, especially those from Anglican schools. (iii) It was not possible to develop a common role definition due to a low incidence of the use of written job descriptions and lack of commonality for the role, as currently performed. Deputy principals had a hand in almost every school duty area but the clear tendency was for shared rather than full responsibility.
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ItemRegionalisation and organisational effectiveness in state education in the mid 1980s : a study in the evolution to the mid 1980s of an organisational form( 1989)The purpose of this study was to investigate the perceptions held by incumbent Regional Directors in the mid 1980s about the contribution of the regionalisation process to the organisational effectiveness of the then Education Department of Victoria. Regionalisation practice since its introduction in 1971 was reviewed in order to demonstrate that the process was an evolving one in terms of its scope and complexity and to frame a focus question to direct the overall direction of the research to be undertaken. The literature relevant to the key concepts perception and organisational effectiveness was reviewed extensively to secure a specific conceptual framework to underpin the research project and its instruments of investigation. The instrument selected was a semi-structured interview schedule administered to the twelve Regional Directors and the Executive Director (Schools). Conceptually, the instrument's design was based upon the work of Lawrence Mohr (1973) The perceptions of the thirteen respondents were schematically arranged and the research focus question was then analysed in depth. No attempt was made to test the perceptions of the respondents about the organisational effectiveness of the Education Department against some assumed objective reality. A number of additional discoveries were discussed in detail. The theory and practice of regionalisation were reviewed in depth in the light of the research outcomes. Particular attention was paid to the predictions of the respondents as to the amount of "thrust" the regionalisation process would be able to effect for itself in the period 1985-88. The actual development of this thrust in the context of the re-organisation of the Education Department of Victoria into the Ministry of Education was compared with the respondents' predictions. The vehicle for this final and extra piece of analysis was an additional preface and retrospect annexed to the body of the thesis. A brief analysis of the rationale for regionalisation as practised in 1989/1990 was essayed at this point.
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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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