Leadership development is adopted as a strategy to become a learning organisation. The emphasis on leadership or transfer of leadership training is perceived as central to the development of a learning organisation, which is the only sustainable competitive advantage in response to an increasingly unpredictable business environment. Leadership development may be seen as oriented towards building capacity in anticipation of unforeseen challenges. In this vein, developing leadership behaviours/capabilities might be a priority for successful organisations. This suggests that organisations should be able to develop their leaders by ensuring the harmony between the requirements of corporate strategy and the context in which they work. Given the fact that leadership is such essential part of organisational development, the methods for developing the leadership behaviours/capabilities must be present. Without defining leadership behaviours/capabilities, and their development methods, organisations may fail to optimize the outcomes of their leadership. This indicates the importance for understanding how leadership development (LD) is approached. Consequently, this study explores how LD occurs and what factors influence this phenomenon in the Arab context using evidence from Syria, and develops an integrated model to support the introduction of LD to organisations operating in the Syrian/Arab context. This study utilises a qualitative multiple-case design to understand and explain the character of and the influence on LD in the Arab world using evidence from Syria. Specifically, the study was based upon a sample of three cases of for-profit companies. Research data was gathered through 36 in-depth semi-structured interviews with the middle and top management levels. The findings reveal that LD occurs through the process that begins once a company identifies its leadership needs. This occurs by analysing internal/external environment to select the leadership behaviours/capabilities required, and their development methods. It was noted that this process seems to be similar among the three companies, but the type of behaviour/capabilities required tends to be context specific. Additionally, the findings reveal that there were two types of factors that influence LD at the three companies: Factors were seen as determinant factors through which the decisions of whether to introduce LD were made; and factors influencing the successful application of LD. The findings also reveal that there is a dynamic interaction between the mechanism used for understanding the weakness to identify leadership needs from one side and the context in which the companies operate from the other side. This relationship poses the basis for each company to select what fits its internal/external needs. This was evident through the types of behaviours/capabilities required and the purpose of each development method adopted by each company for developing the behaviours/capabilities required. The findings provide several contributions, but the major contribution is the discovery of how LD is applied in an Arab context, what behaviours/capabilities and development methods work best with for-profit companies in this context, how companies operating in an Arab context identify leadership needs for development, and what factors they perceive as determinants of LD and what factors influence the implications of LD. The study makes an additional contribution by developing an empirical model for introducing LD in an Arab context using evidence from Syria. The model was based on the data obtained from the field study. This could be appropriate for the Syrian/Arab context from one side that shares the same traditional characteristics, and companies working in these contexts (Arab) from the other side.

This thesis explores the impact and effects of a leadership development programme in-depth and over time. There has been a lack of attention given to understanding the impact of such interventions in the academic literature. Where studies do investigate the impact (s) of leadership development they tend to focus almost exclusively on positive outcomes or the achievement of pre-determined targets and tend to be short-term in focus. This research finds that there is also a shadow side of leadership development, defined as the unintended effects of leadership development programmes which can be counter-productive and dysfunctional. A longitudinal case study approach was adopted comprising documentary analysis, observation and interviews, the latter of which were conducted with multiple stakeholders at three different junctures in time during and beyond the length of the leadership development programme. Three conceptual dimensions of identity, organisational culture and organisational context were identified which together facilitated a multi-faceted understanding of the changing impact and effects of the leadership development programme over time. In conclusion this thesis makes both a theoretical and methodological contribution by adding a longitudinal, multi-level analysis and evaluation of leadership development, evidencing both positive and shadow impacts and effects.

Leadership quality is recognised as a major contributor to organisational performance. With a talent war looming, there is an increasing emphasis on developing an internal leadership talent pipeline. Formal leadership development programmes are a major vehicle for this purpose. Leadership development programmes find themselves competing with other organisational projects for funds and are expected to show a return on investment. Successful learning translation from the programme to the workplace is therefore essential to fulfil this requirement. Yet, the generally accepted transfer rate of 10% is worryingly low. Traditional learning transfer research, with the working environment explored from a hierarchical and single dyad perspective, provides inconsistent results and little advice for the human resource development (HRD) profession on how to improve transfer performance. This research creates a new conversation by considering learning transfer from a network social capital perspective; a perspective, arguably, more aligned to the socially situated nature of leadership. A longitudinal case study of a senior leadership development programme, underpinned by a critical realist philosophy, is used to explore how a leader’s network social capital – defined as the value inherent in the relationships within the leader’s organisational, professional and home networks – may influence leadership learning translation in the workplace. The results show a far wider range of social network actors are perceived as enabling or hindering the translation of leadership programme knowledge into improved practice than currently considered in the literature. Further, the four groups of identified developmental roles enacted by the social network and forming the leader’s network social capital (Opportunity to participate in learning translation, Structure for learning translation, Learning assistance and Access to vicarious leadership practice) can be sourced from many different parts of the leader’s network. The diversity, multiplexity and individuality of network social capital may explain the ambiguity and contradiction within the extant learning transfer results. Mechanisms facilitating the formation and flow of the four social capital groups are also isolated and then discussed within the context of the leader’s personal agency. The research is limited by a single case focus and its outcomes may be influenced by the seniority of the leaders within the case. However, the inference of the study’s findings is that the HRD community needs to think far wider than the leader’s line manager when designing strategies to support leadership learning translation. The emergence of two distinct drivers of social capital flows suggests consideration of two distinct solutions for improving translation – one focussed on the organisation and one directed at the leader.

Leadership in schools is equated principally with those who hold formal or designated positions of leadership. However, the general leadership literature asserts that leadership in the post-corporate world of the organisation is not solely position-based, nor does it belong to any one person. Rather, leadership is shared and collaborative, is distributive and multi-dimensional, and is open to all members of an organisation. This study explored the perceptions and experiences of leadership by teachers and their opportunities for leadership development, in the context of the study of the Catholic school. A key assumption that underpinned the study was that teachers, by virtue of their professional practice and professional learning, exercise leadership. It was argued in the study that the educational philosophy of a Catholic school provides a suitable context for teachers to exercise leadership. The conceptual framework for the study was derived from an exploration of the research literature which focused on the general field of leadership, educational leadership and the genre of teacher leadership. The empirical study involved qualitative inquiry situated within an interpretative paradigm and oriented to providing in-depth and detailed descriptions and interpretations of the phenomenon of leadership. Data were gathered through four focus group interviews conducted with teachers in two Catholic schools in the Archdiocese of Melbourne, Australia. A fifth focus group interview was conducted with an ‘expert’ group of teachers to verify a first summary of the findings. Data were analysed through an iterative process of data reduction, data display and verification. The data produced rich descriptions of leadership as perceived and experienced by teachers and were displayed in key themes within the framework of the research questions. The findings of the study revealed that teachers in the sample had well-developed understandings of leadership, of the nature of leadership in a Catholic school, and of their personal, interpersonal and professional capacity to exercise leadership in their professional practice and professional learning. However, these conceptual understandings did not always translate into practice. Leadership by teachers and leadership development of teachers were hindered by a number of factors, namely, a perceived lack of identity of teaching as a profession; the association of leadership with formal leadership structures within the school, and limited access to professional learning programs. The recommendations arising from the study have implications for system and school leaders and for policymakers and practitioners alike. In particular, the development of policy and practice that articulates the multi-dimensional perspective of leadership, and the leadership and professional role of teachers within this perspective, are highlighted. In light of the study’s findings, future research relating to the area of teacher leadership is recommended. Although the genre, teacher leadership, is well established in educational literature, there has been limited empirical research undertaken in this field in the Australian education context. This study makes a small but significant contribution to the ongoing development of knowledge in the field.

Social media has paved a new way for communication and interacting with others. ’What’s on your mind?’, ’How are you feeling today?’, ’Where are you?’, ’Who are you with?’. These allusions lead back to status update questions of the largest social network to date. This thesis seeks to primarily understand, to which extent and if, social media usage influences authentic leadership dimensions and education from the millennials’ perpective. Additionally, it portrays results of an online based questionnaire conducted among students and alumni within the millennial generation.

One of the fundamental ideas of transformational leadership theory is that transformational leaders develop their followers into transformational leaders. Unfortunately, there has been surprisingly little research on this topic. Although prior research has established a relationship between supervisor transformational leadership and follower transformational leadership (i.e., supervisor transformational leadership is positively related to follower transformational leadership), more research is needed to identify potential follower process variables and the interrelationships between cognitive, motivation, and behavioral variables that may be relevant to the development process of followers. This study initiated a closer examination of the process variables in three phases. First, the direct relationship between supervisor transformational leadership and various follower variables relevant to the development process was examined. Second, this study summarized the interrelationships between the process variables in a structural model, including a test of the indirect effects of supervisor transformational leadership on follower outcomes through more proximal follower variables. Third, this study explored transformational leadership theory's unique contribution to the understanding of leader-follower processes by comparing some of the relationships tested in this study to analogous relationships using other highly researched leadership styles, such as transactional leadership, initiating structure, consideration, and leader-member exchange. The findings supported several of the hypotheses involving direct relationships between supervisor transformational leadership and the follower variables relevant to self-concept, development orientation, development motivation, development activity, and leadership behavior. There was also support for partial mediation of the relationship between supervisor transformational leadership and the follower outcome variables (through follower developmental processes). Contrary to hypotheses, several of the alternative leadership styles showed comparable or at times better prediction of follower developmental variables, which suggests that the follower development process may not be unique to transformational leadership theory.

The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.