Faculty of Education - Theses
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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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ItemLeadership in Australian university colleges and halls of residence: a model for the future( 1988)This study examines Australian university colleges and halls of residence (collegiate residences) at a time of pressure and change and proposes a leadership model for success into the future. In 1995, a survey of members of the Association of Heads of Australian University Colleges and Halls Incorporated indicated that 39% of residences were operating at less than full capacity and since that time two residences have closed and others are contracting which indicates a significant problem exists. Pressures on Australian universities are forcing changes which impact upon collegiate residences. Changes to government funding arrangements, increased demands for accountability and better performance, more direct competition, increasing internationalisation, proliferation of institutions providing tertiary education, a rapidly changing working, teaching and learning environment due to new information technology and methods of communication and increasing expectations of students , academic and general staff are pressures on universities. These, together with further residence specific pressures are requiring universities and collegiate residences to respond with strategies and management practices which uphold their mission and are accountable and responsive to their immediate and wider communities. An analysis of the two relevant strands of literature on collegiate residence and leadership theory led to the adaptation of a conceptual framework which Caldwell and Spinks (1992) had developed to apply to self-managing schools. As university colleges and halls of residence arc both university and privately owned and have leadership needs similar to other educational institutions including schools, the CSER n10dcl of collegiate leadership was proposed as presenting an ideal where that collegiate residence leaders would have understanding and expertise in the four domains of strategic, cultural, educational and responsive leadership. The methodology of a questionnaire surveying heads of residences and case study visits to twelve residences and consultations with university and residence professionals with specific knowledge and expertise led to development of profiles of contemporary collegiate residence and headship together with insight into the research question how future leaders will need to operate to be successful in future. From this, a guide for use in self-eval uation within a collegiate residence was developed. The thesis that future leaders will require expertise in the four domains is tested and the significant finding is that the greatest area of weakness is in strategic leadership and development on this domain will be the greatest need of future leaders, particularly those in residences whose survival is threatened. There will also be a need to develop entrepreneurial abilities together with specific components of responsive leadership. As surmised, the strengths of residences and their heads lay within the cultural and educational domains. The CSER model of collegiate leadership proved to be a sound framework for the study and, together with the findings, provided an important contribution to the literature on university residence and leadership theory and practice.