School culture, leadership, effectiveness and improvement, and student success in higher education

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dc.contributor.author Baroud-Nabhani, Mona
dc.date.accessioned 2018-05-11T08:44:54Z
dc.date.available 2018-05-11T08:44:54Z
dc.date.copyright 2003 en_US
dc.identifier.uri http://hdl.handle.net/10725/7804
dc.description.abstract The purpose of this study was to identify school factors that promoted students' academic and personal development and enhanced their success in higher education. The underlying assumption was that effective decentralised private schools have strong positive cultures, visionary leadership and adequate resources to remain effective and open to improvement. Five private secondary schools in Beirut were selected based on their reputation for decades of student success on national and university entrance examinations and achievement in private universities. Semi- structured interviews were conducted with principals, sample teachers, student groups, and alumni at a private university. Questionnaires were administered to the full-time teachers and simple frequency counts were used. School and classroom observations were conducted for two weeks in each school to examine daily manifestations of culture and effectiveness. School documents were analysed and data were crosschecked for triangulation. Criteria for university success were students' academic averages, years for graduation, participation in campus life, and interrelationships with faculty and friends (Koljatic and Kuh, 2001). Qualitative data analysis followed Cooper and McIntyre's (1996) method. Themes were reported using direct quotations in the narrative summary. The five self-managed schools determined their missions, student intake, standards, and reform. They have positive cultures and authentic visionary leaders who are culture promoters, instructional leaders, and disciplinarians. Leaders delegated responsibilities but ensured close coordination of programs and operations. A model of effective schools emerged. Two schools were identified as more effective than the others. Their practices reflected their missions, and their alumni were more involved in university life and interrelationships. This study validated the assumption that private schools prepare their students rigorously for academic and social success in higher education. It can serve as a model for school effectiveness en_US
dc.language.iso en en_US
dc.title School culture, leadership, effectiveness and improvement, and student success in higher education en_US
dc.type Thesis en_US
dc.author.degree PHD en_US
dc.author.school SAS en_US
dc.author.idnumber 198129610 en_US
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc xii, 265 p: ill en_US
dc.author.advisor Busher, Hugh
dc.description.bibliographiccitations Includes bibliographical references en_US
dc.identifier.ctation Baroud-Nabhani, M. (2003). School Culture, Leadership, Effectiveness and Improvement, and Student Success in Higher Education (Doctoral dissertation, University of Leicester). en_US
dc.author.email mnabhani@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.identifier.url https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275281 en_US
dc.publisher.institution University of Leicester en_US
dc.author.affiliation Lebanese American University en_US

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