Introduction: An interconnected world is impelling workforce composition towards cultural heterogeneity. Since leadership is a cultural construct, leaders should display those styles that enable them to function effectively in culturally varied conditions. Cultural intelligence could assist leaders in this respect. Purpose: To investigate the role cultural intelligence plays in the leadership style (empowering and directive leadership) and leadership effectiveness domain, so as to aid leader selection and development. Method: A systematic review of the cultural intelligence literature, coupled with content and thematic analysis, allowed for the knowledge to be organised per the concept, definition and truth statement (validated hypotheses) elements of the general body of scientific knowledge framework. Correlation and regression analysis of cross-sectional survey data, from 1140 respondents, were used to assess relationships between leader cultural intelligence, leadership styles (empowering and directive) and leadership effectiveness. Results: Nine concepts associated with, and 24 different definitions of cultural intelligence, were identified. Sixty percent of hypotheses on cultural intelligence have been confirmed as truth statements. The relationship between leader cultural intelligence and empowering leadership demonstrated a large practical effect. This relationship was underpinned primarily by metacognitive and motivational cultural intelligence. The relationship with directive leadership carried a medium practical effect, and was strongest at the motivational and cognitive cultural intelligence levels. The part played by subordinates’ cultural identity in the display of empowering and directive leadership by culturally intelligent leaders was insignificant; rather, leader cultural intelligence was the dominant informant of these leadership styles. Finally, leader cultural intelligence did not impact the relationship between empowering leadership and leadership effectiveness. Although it did negatively affect the directive leadership and leadership effectiveness relationship, the moderation had no practical effect. Conclusions: The concepts associated with cultural intelligence are: accomplishment, culture, expatriates, experience, fit, intelligence, motivation, supervision and training. Cultural intelligence definitions remain mostly based on those of the seminal authors. The majority of truths cover just six themes. Leadership style (empowering and directive) is a function of leader cultural intelligence. Although leader cultural intelligence extends beyond subordinates’ cultural identity in predicting empowering and directive leadership, it does not influence their relationships with leadership effectiveness. / Graduate School of Business Leadership (SBL) / D.B.L.

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DEd (Educational Management) / Department of Educational Management / The study investigated the effectiveness of information collected through the SASAMS form in the Department of Basic Education in John Taolo Gaetsewe District in the Northern Cape. The research adopted the two research paradigms, namely, positivism and interpretivism. The research is situated within theories of leadership and organizational effectiveness. The mixed methods research design was used in this study. The study used the survey, interviews, documentary analysis and observation as research methods. The population comprised 171 schools in John Taolo Gaetsewe District. A simple random sampling procedure was employed to get a sample of 30 schools comprised 240 teachers, 3 teacher union representatives and 5 school governing body (SGB) members. Purposive sampling technique was also employed to choose 6 school principals and two EMIS Unit personnel. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. Grounded theory was also employed, and it further provided a descriptive framework which assists in the understanding of a phenomenon that was being investigated. It was established that there were big disparities between enrolment figures declared and the actual ones that prevailed in schools. The study recommends that Circuit District Offices should constantly check and monitor the existence and maintenance of data source documents in schools in order that correct enrolment figures are maintained in schools at all times to enable effective planning processes. The SA-SAMS form should also incorporate a mechanism for detecting ‘ghost personnel’ and ‘ghost learners.’ The study further recommends the linking of HRMS and SA-SAMS tools to play complimentary roles so as to curb malpractices bedeviling the DBE. Additionally, the DBE should consider revising the policy where schools are allowed to factor in a 10% enrolment increase as it creates a good foundation for data falsification by unscrupulous officials. / NRF