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problem 1: School leaders experience tensions among competing elements of leadership, management and administration. (Dimmock 1999)

a) Define each of the above terms: leadership, management, administration and state how the school leaders experience these tensions.

b) It is frequently said that the Mauritian education system has a coercive structure. What are the suitable changes required to make it become an enabling structure?

problem 2: One of the main features of Performance Management is a culture in which it is seen as a manner of enhancing and recognizing good performance and not a burden that is used to chastise the poor performers.

a) Indicators of performance focus simply on the academic accomplishment of students in the schools. What are some other helpful performance indicators that can show an authentic picture of the school’s efficacy?

b) Suggest strategies which must be implemented to promote the professional growth of the school staff.

problem 3: It is usually believed that school mottos are more than catchy slogans; they can be driving forces for the school organization.

a) Illustrate the significance of school mottos and in what manners can they be of help in schools.

b) What are some of the limitations related to organizational culture that a school leader requires being aware?

problem 4: Schools are open social systems with five significant elements that are used to transform the organizational resources into the educational outcomes.

a) Describe the five significant elements and their role in the school organization.

b) In a Mauritian context, what are the main difficulties that a school leader has to face so as to achieve the educational goals? Propose some solutions so as to address such difficulties.

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