Faculty of Education - Theses
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ItemThe professional development of school principals in Victoria( 1989)This thesis discusses the professional development of school principals in Victoria and makes recommendations to address the current development needs of principals in relation to: (i) the societal issues and trends which form the context of schooling; (ii) the organizational context within which principals now operate as administrators and school leaders; (iii) the research literature about the nature of the principal's role and the pressures brought to bear on that role by the expectations of the system and the school community. It is argued that the primary purpose of professional development for school principals is the enhancement of educational outcomes for all students through the growth of a school climate that values and promotes excellence in learning. Literature supports the view that school principals play crucial roles in assisting to develop and promote a school culture that encourages the growth and learning of school participants, both students and teachers. (Duignan, 1988, Purkey and Smith, 1983) The characteristics of such a school culture is discussed in this thesis. Given the profound impact on principalship by the move towards a decentralized and devolved government education system in Victoria, as well as the desire for principals to develop positive learning culture in their schools, it is argued that principals require specific knowledge, understanding and skills to perform effectively. A holistic, coherent approach to planning professional development programs for principals is required to overcome what has been perceived as a piecemeal, disjointed and fragmented approach in the past.