Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.

In this Treatise, a study is undertaken to analyse and examine the role of school principals in the success of their schools; with specific reference to township high schools in the Port Elizabeth district (P.E. district). The study assumes that P.E. district principals, as leaders and managers should deliver essential services effectively, efficiently, and with optimal use of resources to attain maximum results in school performance. The same is expected of their counterparts in any part of the country, it is not exclusively demanded from PE district principals. In terms of the current education legislation and policy framework, the principals have to account for the performance of their schools. To this end the National Department of Education introduced legislation in 2007 to ensure that principals account to the Head of The Department of Education of the relevant province. Section 16 A of the South African Schools Act (SASA) was introduced by the Education Law Amendment Act 31/2007. The provisions of this section deal with “the functions and responsibilities of principals of public schools.” Specifically section 16A (1) (b) states that “The principal must prepare and submit to the Head of the Department an annual report in respect of: (i.) The academic performance of that school (ii.) The effective use of available resources.” Since the enactment of section 16 A as referred to above, the Provincial Departments have begun to make principals account for the success or failure of learners, for human resource development, financial management, parent involvement in school matters and the active participation of school governing bodies. What should be clear is that the above encompasses all the critical and fundamental aspects that have an impact on the progress of any educational institution. The combination of the two requirements stated above reflects the extent to which the Department of Education is committed to making certain that principals in their respective schools create an environment where learners can achieve their full potential. It is such creation of conducive environments that will enable all learners in the country to achieve equal opportunities in society irrespective of their original backgrounds. This ideal is consistent with section 9 of the Constitution, 1996 which provides for the right to equality of all people. The research, also assumes that leadership is about direction and purpose, while management lays emphasis on effectiveness and efficiency. Leadership and management are fundamental aspects of those duties and responsibilities associated with the position of a school principal. It is further postulated that, a good principal understands that circumstances determine the proportion of each of these elements that is required by any given situation i.e. whether more of leadership or bigger dose management is appropriate in dealing with a certain set of circumstances or not. The study identifies variables that make a school principal a strong leader and good manager and lists the following as the critical focus areas:  Balancing instructional and managerial leadership  Strengthening the connection between school and home  Developing effective leadership  Effective teaching practices  Staff development The study also assumes that township schools are no exception to those in different parts of the country. Despite some serious daily challenges peculiar to the township situations, these schools still have to perform satisfactorily like all other institutions of learning. The legislative and policy framework applies equally to all schools. The study argues primarily that all schools can perform well and develop the potential of their learners to the fullest. The difference lies in the leadership and management of the respective institutions by their principals. All stakeholders are presumed to posses the potential, the ability and the urge to do their utmost best to render quality services that would lead to the attainment of excellent results. It is worthwhile for the system that those who show themselves to lack these attributes should be identified, not to weed them out but to assist so that they acquire the necessary skills and expertise. After all it is by strengthening the weakest link that a chain becomes strong.

Grounded in the positive psychology paradigm the recently recognised core construct of psychological capital was focussed in a South African study. A non-experimental, correlational study (n=204) examined the relationship between authentic leadership, psychological capital, psychological climate, team commitment and intention to quit. The present study was exploratory in nature and the pattern of relationships being investigated had not been previously tested in a South African context. A self-administered composite questionnaire consisting of five psychological scales were distributed to employees in the junior to senior management level at a global tyre manufacturing organisation based in Port Elizabeth, South Africa. The five scales were the Authentic Leadership Questionnaire by Walumbwa, Psychological Capital Questionnaire by Luthans, Psychological Climate by Koys and DeCotiis, Team Commitment by Bennett and the Intention to Quit Scale by Cohen. All the measures applied on the South African sample were developed outside South Africa and model equivalence had to be established. The content and structure of the measures were investigated through confirmatory factor analysis and exploratory factor analysis. With the exception of the Cohen scale of intention to quit, all other measures changed their factorial structures to suit the present data. The propositions in the study were tested through descriptive statistics, t-tests, ANOVA, post hoc tests, Cohen’s d, Pearson product-moment correlation and multiple regressions. Structural equation models were built to test the relationships between the scales and sub scales of authentic leadership, psychological capital, psychological climate, team commitment and intention to quit. Results of the analyses carried out, show significantly strong relationships between the variables. Of note is the marked relationship between authentic leadership and psychological climate. Most of the propositions were accepted in light of the relationships that emerged. The proposition indicating structural equation models was rejected because none of the models built in the study successfully produced an adequate fit on the data. Contributions of the study were in terms of the portability of the measurement instruments applied in the study as well as the relationships that emerged. Re-validation of the measures is required to enable clarity on how the variables in the study are interpreted across cultural contexts. Directions for future research include extending the study to other samples and other cultures. Measuring social desirability of the instruments could possibly provide clarity on how the different samples respond to the measures. Studies that compare the reading ability as well as the ability to comprehend the items in the measures would provide valuable information.

The purpose of this research is to highlight the importance of identifying the communication frequency within the leader-member exchange (LMX) relationship, and to appreciate what the positive or negative effect of a low or high LMX frequency has on this relationship and on staff morale. Management is for the most part responsible for communication frequency and is in a position and has the means to change such frequency or to add additional communication channels. The research was based on a program introduced in a South African retail company three years ago. Data was collected from 64 stores in the Western Cape and the results were statistically analysed on the SPSS16 program. The results clearly supported the hypotheses that, in a low-communication frequency area, an increase in communication frequency has a positive effect on staff morale and that the proximity to head office (or lack of it) does not have a negative effect on staff morale.

Public institutions have the responsibility to deliver various services to the public in the most effective and efficient manner. In South Africa, many public sector reforms were instituted after 1994. The main reasons for these reforms were to improve the access of the historically disadvantaged to public services, to increase efficiencies, to reduce costs and to reduce public debt. Despite improvements to the policy framework that underpins service delivery by the public sector, however, there are still many challenges in the delivery of public services. An improved public policy to deliver service alone is not enough if not supported by effective systems and processes for actual delivery, as well as effective leadership that leads and ensures the delivery of such services. Improving the organisational effectiveness of public institutions is therefore important in South Africa. The present study explores the role that leadership plays in the pursuit of organisational effectiveness in a selected public institution, namely the South African Police Service (SAPS). The primary objective of this study is to improve the organisational effectiveness of SAPS in the Nelson Mandela Bay municipal area by investigating the influence of leadership style (transactional and transformational) and personality (Machiavellian, narcissistic, collectivistic, masculine and feminine) on organisational effectiveness of SAPS (as measured by overall organisational performance and the individual job performance intentions of police officers). The research design is positivistic, as the relationships among the above-mentioned variables are statistically tested. The sample consisted of 90 police officers of senior rank drawn from five police stations in the Nelson Mandela Bay. The empirical results were reported and interpreted. These results revealed that constructive narcissistic and collectivistic leadership personality traits, as well as transformational leadership style exert a positive influence on the organisational performance of the Nelson Mandela Bay police precincts. The empirical results also showed that collectivistic leadership personality traits influence the performance intent of these police officials positively. These results are discussed in terms of the implications they hold for the managers of police precincts. The limitations of the study are reported which provide areas for future research.

It is critical in this dynamic and changing environment that both the leadership and educators of schools and organisations are well equipped with the skills and knowledge to create high performance teams (HPT). High performance teams can be defined as those highly motivated team players in the organisation or school that maximise their people integrated knowledge, skills and values to a shared purpose or vision of their stakeholders. In this mixed method research an analysis of the whole school operational teams of some secondary schools including all educators, head of departments, administrators and principals was undertaken. Four secondary schools from two quintile groups situated in various areas of the Nelson Mandela Bay Metropolitan were the sampling units and the sample size was eighty one. Both quantitative and qualitative data was collected utilising a carefully constructed questionnaire based on a theoretical conceptual framework of enabling factors for HPT in business contexts. The theoretical framework of the Kenexa High Performance Model was utilised in this study. A questionnaire was constructed based on the factors of the High Performance Work Index (HPW) study done by the Australian Business School. This model was adjusted to utilise factors aligned to those factors within the school operational context. Using other literature references further factors were included into the survey instrument. The School High Performance Work Index (SHPWI) was the dependent variable while the independent variables included organizational commitment, and employee engagement. These were literature based measures and the questionnaire items were taken from previous research studies, thereby allowing construct validity. The other independent variables included Communication, Leadership, Strategic Management, School Organizational Climate, Positive Practices, Conflict Management, Motivation and Trust. A statistical analysis was undertaken on each school’s team response data. Reliability and validity of the constructed questionnaire was shown by using the Kenexa employee engagement index and the Organizational Commitment measure, which were highly correlated with the SHPWI. In literature, high performance teams (HPT) show common patterns in business and in this study it was seen that a number of common factors contributed towards a HPT in school operational teams. In this research study the main enabling factors in whole school operational teams that could lead to the formation of HPT’s involved factors of leadership, communication and motivation. The SHPWI showed a high correlation with employee engagement and organizational commitment. The HPT profile involved innovation (freedom of thinking), employee (educator) engagement, fairness, leadership, learner needs, communication, trust, conflict management, school organizational climate, positive practices, strategic management and motivation. In the correlation between the SHPWI and the independent variables the highest correlation (statistically significant at p < 0.05 N = 81; r > 0. 500) occurred between the School High Performance Index and Leadership (0.822), Communication (0.785) and Motivation (0.766). In the multiple linear regression (MLR) of the results of this study the highest correlations with a value of R2 = 0.774 was obtained with variables of Leadership, Communication, Motivation and Strategic Management factors. Qualitative data was coded and linked with the factors in the quantitative data and the top five factors were selected and summarised for each school. Merged data showed that each school exhibited a different profile of strengths and weaknesses. Recommendations were outlined for each school operational team. Different schools in different quintiles have different needs and gap factors that require improvement. It is therefore imperative that schools analyse their strengths and weaknesses within their school operational teams. This research study aimed therefore to start research on a human resource metric that can be further developed to allow school operational teams to examine and analyze their own HPT profile, so that specific interventions may be implemented.

Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / This study involves an investigation into the effectiveness of the Superintendents of Education Management (SEMs). In order to gain insight into the effectiveness of the SEMs relevant literature pertaining to effective leadership was reviewed. The literature review deals mainly with the following aspects: > Effective leadership. > Characteristics of effective SEMs. > Tasks of effective SEMs. Literature on the following aspects of effective leadership was also reviewed: > The occupational world of the SEMs. > Building and maintaining of relationships. The descriptive method of research was used to collect data with regard to the effectiveness of the SEMs. The investigation was aided by an empirical research comprising a structured questionnaire completed by 153 principals in the Msinga Circuit Management Centre, Ukhahlamba Region of the KwaZuIu-Natal Department of Education, in an effort to obtain the views of the principals on the effectiveness of the SEMs in their circuits. The respondents consisted of one hundred and nine (109) male principals and forty four (44) female principals. The age of the respondents ranges from thirty one (31) to over fifty (+50) years. Thirty two (32) out of 185 principals could not afford to complete the questionnaires citing different reasons. The descriptive method of research was used to analyse the collected data. From the information gathered the following are the most important findings of the research regarding the effectiveness of the SEMs: > SEMs trust the principals as their colleagues and have empathy for the task they perform. > SEMs base their leadership on the values of the community. > SEMs have good management skills and base their leadership on the needs of their subordinates. > SEMs understand the importance of a healthy school climate for effective teaching and learning. > Principals have a high opinion of sound tactics used by SEMs in matters involving cultural groups. > SEMs are open-minded and work collaboratively with the principals by taking their opinion into account. > SEMs play a vital role in encouraging the networking of schools in their circuits. The study also revealed that: > There is no effective cooperation between the SEMs and the teacher unions. > Principals are not happy with the salary backlog for educators because it affects the performance of educators in the classrooms. > SEMs do not communicate their circuit mission statements to all stakeholders. > SEMs have done nothing to assist the educators who failed to meet the curriculum objectives, which has a negative impact on the schools' final results. Based on the findings, the following recommendations were submitted: > That the SEMs should encourage and monitor the implementation of Whole School Evaluation (WSE), the Developmental Appraisal System (DAS) and Integrated Quality Management Systems (IQMS). This will provide the SEMs with relevant information concerning the performance of educators in schools. The analysis of information from the abovementioned systems will provide the department with the grey areas that need urgent attention. >. That the SEMs in consultation with all the stakeholders should formulate the circuit policy. > That the schools should be divided into clusters in terms of proximity and cluster coordinators. This will help SEMs with timeous distribution of information to schools. In conclusion a summary was presented based on the findings of the study. The following are some of the recommendations that have been made for further study: > That the influence of the SEMs in the final school results, more especially Grade 12, be investigated. > That the impact of the salary backlog on educators in their teaching and learning tasks in the schools be investigated. > "Why a lack of punctuality seems to be a way of life for some educators in high ranking positions.

Submitted in partial fulfillment of the requirement for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2005. / Schools are judged by their results and the quality of learners they produce. The quality of learners depends, among other things, on the amount of knowledge and skills he or she acquired at school. Motivation, both intrinsic and extrinsic, plays a crucial role in the learner's performance and acquisition of knowledge. The principal, through the effective exercise of his leadership role, motivates learners to make concerted efforts to improve their academic performance. A literature study and empirical investigation were conducted to determine the principal's role in influencing learner academic performance. The study investigated the kind of leadership that the principal has to exercise in order to contribute to the improvement of learner academic performance. It also investigated the leadership style that the principal has to adopt to improve learner performance. Factors that hinder effective leadership and negatively affect learner performance were also highlighted. A key finding was that principals do not involve learners in making decisions on matters affecting them. Their leadership style has an autocratic bias and they cannot strike a balance between democratic and autocratic leadership. Most principals also did not provide instructional leadership in their schools by, among other things, monitoring learner progress, showing high expectations of learners and visiting classes regularly to ensure that teaching and learning take place. A key recommendation was that principals should keep communication channels open so that they are informed about the feelings, needs and problems learners encounter in schools. Monitoring of learner progress cannot be overemphasized. It was recommended that principals should involve learners in making decisions on matters affecting them. It was also recommended that effective leadership requires a balance between democratic and autocratic leadership styles.

Full Thesis / Education in South Africa has undergone numerous changes in recent years, all of which contributed to an increase in the workload of educators and school leaders. New ideologies that impacted on the education system, concurred with democratisation. The implementation of new curricula which were underpinned by Outcomes Based Education (OBE), led to many changes. The decentralisation of authority to school-based management increased the responsibilities of principals. Principals are not necessarily professionally equipped to perform their task. The workload of school principals is becoming increasingly unmanageable and many principals, especially those in secondary schools, are constrained by insufficient time as well as a proper understanding of their leadership task. They frequently encounter situations which demand from them new and improved skills, knowledge and attitudes in order to cope with the wide range of demands and changes. The primary purpose of this study was to determine the level of managerial and leadership skills of principals in selected secondary schools in the Lejweleputswa education district. Fifteen schools were selected as a convenient sample from all secondary schools. Of these, five were classified as dysfunctional (grade 12 pass rate of below 50%), five were “at risk” schools (pass rate between 50 and 60%) and five “passing” schools. From the literature review, nineteen critical management and leadership skills were identified and used as basis for the self-compiled questionnaire. The data collected from the questionnaire was used to determine the management competencies of principals. In turn, this information was analysed to determine the training needs of principals which were subsequently compared to the contents of the new Advanced Certificate in School Management and Leadership (ACE:SML). The aim of this comparison was to determine whether the ACE: SML responded adequately to the identified training needs of principals. The data revealed the substantial inadequacy of managerial and leadership skills of principals in the Lejweleputswa Education District. It was further found that the Advanced Certificate in Education: School Management and Leadership did not cover all essential skills identified in this study. The recommendation was made that a comprehensive needs analysis which covers the entire country, is done and to subsequently use the results it yields to implement corrective measures. It was also recommended that the ACE: SML be revised to include the development of all identified skills.

Thesis (M. Tech.) - Central University of Technology, Free State, 2006 / Women Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies and the little South African literature that exists, the research questions crystallise as follows: What managerial problems do women education managers experience in carrying out their managerial duties? Do women education managers experience problems other than managerial problems in carrying out their duties? What training do they require? The purpose of this investigation was to gain an insight into the problems women education managers in primary schools in Bloemfontein experience in carrying out their managerial duties. The literature review provided a focus as the framework on which this study is based. In order to collect factual information about the managerial problems women education managers in primary schools in Bloemfontein encounter, questionnaires were distributed amongst the target group. Women education managers experience problems in performing their managerial duties. These problems include delegation, finance management, human resource management, planning, formulation of objectives, policy formulation, decision making, problem solving and allocation of time. There are some factors other than managerial competence and leadership style that have an influence on the way women education managers perform their duties. These factors include workplace discrimination, sexual harassment, negative attitudes towards women, emotional influences, promotion myths, lack of self-confidence, lack of support, role models and positive reinforcement, cultural socialization as well as allocation of duties. Other organisational factors women experience include: difficulty to cope with the demands of the post, too much workload, human relations, division of work in the department and when acting as principal when he/she is absent. Based on the findings of the study, it is imperative that relevant training programmes that would address the particular needs of women education managers in primary schools in Bloemfontein, be developed. These training programmes should address the various areas of management which are problematic to women education managers. As education managers, women should seize every opportunity to leave behind the gender discrimination which is still prevalent in the sphere of education and commit themselves to undergo management training to successfully execute their managerial duties. As education managers, women also need training in various organisational issues in which they experience problems. These problems also have an influence on the way women execute their managerial duties. Recommendations for the study: By providing women education managers with the necessary managerial skills, the different areas of management in which women experience problems can be eradicated. They will have to undergo relevant training. Workshops and in-service training sessions need to be conducted to address the managerial areas in which women education managers experience problems. The findings of this study are not representative of the Free State province and further research needs to be conducted in the entire province or even all over South Africa.