• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Principal appraisal : fluxion and abatement : a grounded theory of principal appraisal in a small selection of New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

    Icon
    View/Open Full Text
    01_front.pdf (890.3Kb)
    02_whole.pdf (29.87Mb)
    Export to EndNote
    Abstract
    The purpose of this study was to investigate the circumstances in and around the principal appraisal process in five New Zealand primary schools. An outcome of this investigation was to generate a theoretical explanation of what was happening in this appraisal process. Data were gathered from five principals and their appraisers through a questionnaire and an interview. Through a constant comparative analysis of the data, a basic social process was discovered that consisted of four conceptual categories labelled as metamorphosis, metamorphic reaction, adaptation and palatableness. These categories were linked into a core category labelled fluxion and abatement. Fluxion and abatement is a conceptual statement of a continually changing appraisal process that has been grappled with and abated in a meaningful way by the appraisal participants. That no school site, of principal appraisal development and implementation, closely resembles another, is testimony of the fluxion and abatement theory. That schools are still talking of adaptation to the latest metamorphosis of professional standards and that a palatableness state is some time, even years, away, strengthens the theory produced in this study. These findings have important implications for a number of areas of school operation. The first is leadership. Will the school site strengthen or move away from a collaborative model of leadership? The study argues for a supportive board of trustees to the principal, who should engender a transformational leadership style. These collaborative approaches will see schools as educative communities rather than managed organisations. The second implication is in teaching and learning. Principals, working with their staff, need to have refined the meaningful data on what is happening in teaching and learning within their schools. The third implication is the principal appraisal process. This process should be used as a purposeful tool to achieve and produce evidence of the other stated implications. The last implication, school effectiveness, is the prospective outcome of such a principal appraisal process.
    Date
    1998
    Author
    Strong, Neville G. L
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/9929
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1