"Development of others" appears consistently in leadership competency frameworks; managers are now being asked to think of themselves as teachers in addition to their myriad other roles. Little empirical evidence however seems to exist that managers who teach their employees learn to lead better, generate more employee satisfaction and are indeed more effective than those who do not. This study found support for this claim. Twenty managers and forty-three of their employees participated in this study. Data were collected from both groups, before and after the managers attended a workshop designed using activity systems theory. Results indicate that employee perceptions are positively influenced by manager teaching, managers can learn to be situational leaders and that post-workshop teaching by managers to employees facilitates manager learning and leadership effectiveness. Suggestions for future research are provided.

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Au Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 35-47). / Abstract in English and Chinese. / ABSTRACT --- p.1 / 摘要 --- p.2 / ACKNOWLEDGEMENT --- p.3 / Chapter CHAPTER 1. --- INTRODUCTION --- p.7 / Leadership Competencies --- p.7 / Importance of Leadership Training --- p.8 / Use of Meta-Analysis --- p.9 / Meta-Analysis on Leadership Training --- p.9 / Applying Leadership Theories to Leadership Training --- p.10 / Spacing Effect --- p.12 / Methodological Rigor of Program Design --- p.13 / Hypotheses --- p.16 / Chapter CHAPTER 2. --- METHOD --- p.18 / Literature Search --- p.18 / Inclusion Criteria --- p.18 / Coding Procedure --- p.19 / Meta-Analysis Procedure --- p.20 / Chapter CHAPTER 3. --- RESULTS --- p.22 / Overall Effectiveness --- p.22 / Moderators --- p.24 / Chapter CHAPTER 4. --- DISCUSSION --- p.27 / Discussion on Key Findings --- p.27 / Leadership Training Is Effective in General --- p.27 / Applying Theories Can Enhance the Effectiveness --- p.28 / Spaced Distribution Outperforms Mass Distribution --- p.29 / Characteristics of Measurement May Distort the Effect Size --- p.29 / Theoretical and Practical Implications --- p.31 / Implications for Researchers --- p.31 / Implications for Practitioners --- p.32 / Limitations and Further Studies --- p.33 / What Is Leadership Training Actually? --- p.33 / Meta-Analysis Is Far From Perfect --- p.34 / REFERENCES --- p.35

D.Phil. / Traditionally leadership was seen as synonymous with the executive authority of an organisation and in the school environment with that of the headmaster. However, a paradigm shift occurred and leadership is now viewed as attitudes, competencies and skills at three levels, namely the personal, interpersonal and professional levels, implying that every person is a leader in his or her own right. The idea of a leader as a value-driven, principle-centered and character-based person gathered momentum. The afore-mentioned qualities call for a special kind of self-knowledge that can partly be obtained from feedback to leaders on how stakeholders in the organisation perceive them and/or how their behaviour impacts on the organisation. Although school leadership gained momentum only in the past two decades, it has been realised that professionalism and the quality of leadership impact on the quality of teaching. It therefore seems important in the evaluation and improvement of teacher leadership to gain insight into how stakeholders, especially those (learners) who can speak authoritatively on their firsthand experiences of what is happening in class, perceive teacher leadership. The purpose of this study was to explore and describe learners' everyday experiences and interpretations of their teacher leadership in order to make recommendations to the stakeholders concerned. I embarked on an explorative-descriptive inquiry. To ensure high-quality research, I adhered to all the necessary criteria for reliable, valid and ethical research. In order to capitalise on both qualitative and quantitative research methods, and to compensate for the shortcomings of both, as well as to enrich the credibility of the study, I opted for a mixed-methods approach. In this study of an Afrikaans governmental high school in Gauteng, I made use of a symbolic interactionistic methodology to understand how learners perceive, understand and interpret their teacher leadership. Complying with ethical and professional considerations regarding research with children (namely access, protection against harm, informed consent, privacy and confidentiality) the study crystallised in two phases. In the first qualitative phase I made use of purposeful snowball sampling methods, and gained rich descriptions from learners and their parents regarding the learners' experiences of and perceptions about their teacher leadership. I used analytical methods based on the Chicago School of Symbolic /nteractionism to generate codes, which was categorised according to the leadership paradigm of personal, interpersonal and professional leadership. In a second phase, the universum of learners and teachers were included in a social survey. Two questionnaires were designed for the learners and teachers respectively. The learner questionnaire contained odd questions on demographic details, as well as hypotheses which were drawn from the codes and categories forthcoming from the first phase. However, from a symbolic interactionistic standing, I was not merely interested in the majority viewpoint. Therefore the learners were once again given the opportunity to expand on their answers qualitatively. The teachers, in turn, were asked why they chose the teaching profession, and had to comment on what they thought the learners would have to say about their own, as well as their colleagues' leadership qualities as teachers. The second-phase narratives were noted until saturation was gained and then concluded and summarised.

D.Comm. / Worldwide there are strong indicators that organisations are experiencing a leadership crisis because of the fundamentally and radically changing world significantly impacting on leaders' effectiveness. The leaders of the future will have to be highly mature to cope with the different and more pressing demands placed on them. This study applies Jung's concept of “individuation” to organisational leadership to study leaders' psychosocial maturity, and its relationship with derailment and burnout as indicators of failed leadership.

M.Ed. (Educational Psychology) / Leadership in the primary as well as in the secondary schools has for too long been misinterpreted, misunderstood and therefore misused and grossly underscored in far too many ways. It has been too often, and in too many cases, based on personal interpretation and feeling and even, sadly enough, in some cases on personal gain. Instead it should be a well planned, scientifically based exercise based on specific goals. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities especially school authorities - are therefore compelled to address the matter of training, identification and utilization of leaders in a new light. Leadership development should also therefore be part and parcel of the educational programme. A new structure in most schools - especially in primary schools -is of the utmost importance where leadership is concerned. Leaders should be trained and exercised in such a way that leadership potential can be nurtured and exploited to the utmost. The skills attained in primary school should also form the crux of the leadership program in high school in order to accommodate the important concept of continuity. An integrated program for leadership development for primary, as, well as for secondary schools in this regard, could possibly be a part of the answer. Although schools have the authority to create their own structures of leadership according to their own unique circumstances it still is of the utmost importance that as many pupils as possible - if not all - should be involved in a long term leadership training program. Thus it will ensure that pupil leaders are trained continuously and that high profile leaders are given the attention and opportunities they need and deserve. A school can, in order to obtain optimal participation, make use of various bodies assigned to specific tasks to encompass the total school structure. These bodies can also be united in a student council. In this way acknowledgement is given to the fact that some people are more person (socially) orientated and others more task (job) orientated. Both the above mentioned concepts, imply leadership but each of these ccommodates its own sphere of possibilities concerning leadership. On the one hand it acknowledges the fact that not all children have the same talents and personalities. On the other hand it emphasizes the fact that some children have an advantage over other children (at the time leaders are selected) due to various factors such as maturity, personality development and specific talents to name but a few. It is also frequently found that some children who have not reflected any leadership qualities in primary school proved to be quite exceptional leaders in the community in later life. The opposite however is also found although not that often.

D.Ed. (Psychology) / To adhere to present day demands, leadership in the primary as well as in the secondary schools requires a specific form of education and training to enable our youth to cope with these requirements. Educational authorities - especially school authorities- are therefore compelled to address the matter of training, identification and utilization of leaders in a different way. Leadership development should also therefore be part of the educational programme and not an accessory or fractional component thereof. Leaders should undergo training in such a way that leadership potential can be nurtured and exploited to the utmost. These goals could in particular be achieved if the theories in regard to systems, as well as specific approaches in regard to teaching and learning, are taken into account. For the above mentioned reasons this research was centred around the construction of a model for leadership development in the primary school. The specific aim of the model is to ensure that as many pupils as possible - if not all - will be involved in a long term leadership training programme. The reward for such a venture in the short term is directly linked to what a schools benefits can be in a number of ways ranging from assista?ce of teachers to the enhancement of the school's managerial structure. In the long term, of course, the ultimate benefit lies in the fact that our future leaders are secured on all levels of society. A theory generational approach was used in the design and description of the model for leadership development in the primary school. The methodology of Chinn & Jacobs (1987) was combined with that of Dickoff, James & Wiedenbach (1968) as well as that of Mouton & Marais (1992) in this process. The following steps were included in this combined approach a) The identification, definition and classification of concepts central to the model. Concepts were identified by utilizing two different methods a literature survey of the systems theory - a dictionary and literature survey of the concepts concerned ; The definition of concepts proceeded according to Wandelt's three-step method (In: Wandelt & Stewart, 1975), after which concepts were classified by means of the survey list of Dickoff, James & Wiedenbach (1968) b) The identification of the assumptions upon which the model is based c) The clarification of the aim and parameters of the model d) The formulation of relationship statements between concepts e) A description of the structure and processes inherent to the model. The description of the structure and process of the model was followed by an evaluation of the model by experts in their field. That was followed by the formulation of certain guidelines and conclusions concerning the model as well as the indication of specific shortcomings or limitations of the research. The research was concluded with recommendations referring to various aspects in connection with the field of study. 'The result of the study is a model for developing leadership in the primary school by involving all the pupils in the school on a continuous basis within the existing academic programme. It is possible to achieve the goals that have been set in the model, especially if all the teachers who are involved in the programme are well informed and motivated in regard to the ~rocess of leadership development within the framework of this model.

M.Ed. / The identification and development of youthful leaders in the primary school is a complex matter. Firstly, pupil potential must be identified correctly and, secondly, this potential must be suitably developed. Proper management is essential if justice is to be done to this matter. In the primary school the Head of Department: Educational Guidance is the obvious person for the task of ensuring that the leaders' council comes into its own right.

A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, South Africa in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Johannesburg, 2015 / The purpose of this study was to explore and identify the contribution that leadership coaching, facilitated by MBA alumni, could make to MBA students’ leadership development. The research study employed a mixed method sequential exploratory design with data collected from over 350 MBA students and more than 90 MBA alumni coaches. The outcomes of the study indicated that the MBA leadership coaching sessions had provided the MBA students with a new personalised learning experience that had increased their self-awareness, strengthened their self-development skills, and built a foundation for their future leadership development. The research study made a theoretical contribution to the fields of leadership development and coaching, by showing the contribution that a person-centred coaching approach, focused on individual facilitation and development, can make to MBA leadership development. The main contribution to practice was that the study established that using MBA alumni to facilitate MBA students’ leadership coaching could be a highly beneficial and financially viable alternative to using professional coaches for this purpose. A methodological contribution was made by demonstrating how a three-phased mixed method sequential exploratory design could yield a multi-faceted and fully integrated understanding of the outcomes of a study of this nature. Recommendations are made for future research, including exploring whether similar outcomes of MBA leadership coaching can be observed at other business schools in South Africa or elsewhere, as well as the desirability of conducting a follow-up study on the MBA students that participated in this study. This could establish what impact the coaching sessions have had on the MBA students’ leadership development over time. / MB2016

published_or_final_version / Education / Master / Master of Education