Dissertation (PhD)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.

This study is concerned with the particular role of the teacher as a leader of pupils in a class, a legislated requirement for teachers in South Africa since 1996. Literature and research have focussed attention regarding leadership in education on the principal, school governing body and school management team, and more recently distributed leadership in schools. This study, in contrast, seeks to concentrate on the leadership of teachers as they teach classes of pupils. A review of the current leadership literature applicable, in my view, to the practice of leadership in schools, provided the opportunity for the development of a theoretical framing for the study around the categories of leaders knowing, doing, being and relating. Teachers from eight Section 21 (state-aided, previously advantaged and currently well-resourced) schools in the greater Ethekweni region of KwaZulu-Natal, South Africa were selected for the study. They were observed in their teaching and interviewed to interrogate their understanding and performance as leaders, and to establish how and why leadership occurred or did not occur. Sampling for the four teachers who were observed in their teaching was purposive to establish levels of understanding, and enactment of leadership amongst advantaged teachers teaching in well resourced schools. These teachers were recommended for selection for this study by their principals, as teachers who had previously – in the opinion of the principals, evidenced leadership in their teaching. Forty three other teachers were interviewed in focus groups and film stimulus focus groups to view, consider and comment on teacher leadership behaviours in selected feature films – providing a vehicle for identifying how leadership occurs in teachers’ classes and what it is that teachers understand about leadership. Insights into the reason for teachers exercising leadership in a class were gained from consideration of the character and the competence of teachers, the circumstances under which leadership occurs and the nature of ‘called’ leaders with a sense of identity. The occurrences that caused the teachers to lead without any apparent training for leadership are examined in the light of the fact that these were selected teachers from well resourced schools who had all enjoyed growing and educational advantage. Their learning about leadership had been a largely unconscious occurrence in their lives. They did not know that they knew about leadership in teaching. The study firstly provides explanation of the phenomenon of leadership occurrence and understanding by teachers, who deny training in leadership and are not even aware of policy dictating that role for teachers insight and secondly, a new understanding of the relevant nature of the leadership practised by the teachers observed, and finally presents argument on the symbiotic nature of teaching and leading. This develops the thesis of the study; when teachers teach, they lead – to teach is to lead. It is recognised that the majority of teachers in South Africa will not have enjoyed the advantaged developmental experiences of the fortunate teachers in this study. Using the insights gained from this study, development of leadership in all teachers becomes a possibility. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

M.Ed. / Change is inevitable. All aspects of life are all undergoing the process of change. Educational institutions are no exception to this phenomenon. The South African new found democracy has brought with it new educational policies through the South African Schools Act, which is in line with the international ways of management in schools. These new legislative policies compel schools to adopt new strategies that are prerequisite for changed and changing school climate. This study intends to find and recommend the success of schools applying the new paradigms of management styles where transformative strategies are enshrined within the leadership density and to give recommendations to the unsuccessful schools that are still logged in the old paradigms of top-down management styles. Through qualitative research, the researcher seeks to uncover the effect of these strategies in the management of schools. Research findings from this study suggest that: In schools where stakeholders sit in think tanks, opportunities are collaborated, there is culture where one mind polishes the other, there is guarantee that novel paradigms can emerge. This is a by-product of liberative management styles.

Includes bibliography. / School effectiveness is a multi-faceted concept. One of the important factors leading to school effectiveness is the type of leadership provided by the principal. Through his/her leadership, the principal must create the conditions under which the staff can function optimally in pursuit of the educational goals of the institution. A very important means of creating these conditions is for the principal to try to match his/her leadership style with the expectations of his/her staff. Failure to do so may lead to frustration and consequently to conditions not conducive to education. The only way for this match to take place is to know what teachers perceive as appropriate leadership styles and under which conditions these will be appropriate. Although much research has been done on effective leadership and leadership styles, they remain very complex issues. Research outside the sphere of educational management coupled with institutionally based research will provide us with a source of information rich enough to try to unravel the complexities of effective leadership. This survey must also be seen in that context.

The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The motive for conducting this study was to determine the extent in which aspects of transformational leadership identified during literature study are practiced in the sampled primary schools in Limpopo. The study was divided into seven interlinked chapters. Chapter one introduced the investigation. Chapter two presented the definition and description of the notion transformational leadership and its five constituting elements, namely shared vision, commitment, motivation, job satisfaction and participative decision-making. A transformational leadership model was also presented in chapter two. Chapter three focused on the primary education systems of Republic of South Africa and the three selected Southern African Development Community member states, namely Malawi, Lesotho and Namibia. The discussion focused on the structure, organization, objectives and the challenges facing each SADC member state. Chapter three further identified the challenges facing primary schools in Limpopo and compared these to the challenges of the three selected SADC member states. The details of the research design and methodology were presented in chapter four. The empirical study took a two-pronged approach. Phase one of the empirical study was conducted through the administration of questionnaires to sampled principals and educators. In the second phase, sampled principals, educators and circuit managers were interviewed. The empirical study was intended to give answers to the following research questions:  To what extent are primary school principals as leaders involved in: • initiating visions that are shared and owned by other role players? • making sure that educators remain committed to their profession? • ensuring that educators are kept motivated? • ensuring that educators remain satisfied in their profession?  To what extent do principals involve other role players in the decision-making processes? iv In addition to that, the following research hypothesis was tested: • There is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. And conversely the null hypothesis tested was: • There is no significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. In phase one, data was quantitatively collected through questionnaires (principals and educators). Data was further gathered through semi-structured interviews and observation in phase two. To give a clear and a logical presentation of the data analysis and interpretation, both quantitative and qualitative data were presented separately in chapters five and six. This study produced the following findings: The majority of primary school principals do: • involve other role players in the development of their school visions. • ensure that educators are committed to their responsibilities. • ensure that educators remain motivated. • ensure that educators are job satisfied. • create opportunities wherein role players are involved in decision-making processes. The views of respondents from the survey data (both principals and educators) indicated that there is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. Based on the findings above, the conclusion deduced was that the majority of primary school principals exhibit transformational leadership attributes. / Education Studies / D. Ed. (Education Managment)

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In the light of the emphasis on the decentralization of school management in South Africa, the empowerment of all role players to be involved in decision-making has became crucial. My concern is with the experience of the process of empowerment by leaders in education. The implications of empowerment or the lack there-off for the school culture and climate, as well as the underlying role played by the leadership approach of educational leaders, are examined. By engaging in an interpretative analysis of data (questionnaires which contains the views of various role players) I examined the relationship between empowerment, school culture and climate, as well as transformational leadership. Empowerment is not a simplistic concept which is clear from the mutual coherence between the school culture and climate and the particular role assumed by the transformational approach. The particular interaction between transformational leadership, empowerment and the school culture and climate implies greater clarity from all role players about the impact of empowerment. In this way participative management can realise in a spontaneous manner and can change be seen as a unique opportunity to improve teaching and learning. KEY WORDS Empowerment, school culture and climate and transformational leadership. / AFRIKAANSE OPSOMMING: In die lig van die klem op die desentralisasie van skoolbestuur in Suid-Afrika is die bemagtiging van alle rolspelers tot effektiewe deelname in besluitneming onontbeerlik. My besorgdheid is met die belewing van die proses van bemagtiging deur onderwysleiers. Die implikasies van bemagtiging of die gebrek daaraan vir die skoolkultuur en -klimaat, asook die onderliggende rol wat die leierskapbenadering van die onderwysleiers in die verband speel, is ook ondersoek. Verbind tot 'n interpretatiewe data-analise (vraelyste met die menings van verskeie rolspelers daarin vervat) het ek die verband tussen bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap ondersoek. Bemagtiging is nie 'n simplistiese begrip nie dit blyk onder meer uit die onderlinge samehang daarvan met skoolkultuur en -klimaat en die besondere rol wat die transformatiewe leierskapbenadering veronderstel. Die besondere wisselwerking tussen transformatiewe leierskap, bemagtiging en skoolkultuur en -klimaat vereis 'n groter duidelikheid by alle rolspelers oor die impak van bemagtiging. Sodoende realiseer deelnemende bestuur spontaan en word verandering as 'n besondere geleentheid beskou om onderrig en leer voortdurend te verbeter. SLEUTELWOORDE Bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap

D.Ed. / This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.

M.Ed. (Educational Management) / Please refer to full text to view abstract