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.

The purpose of this study was to to investigate the impact of leadership practices on service quality in private higher education in South Africa as a source of competitive advantage. Higher education institutions and, more specifically, private higher education institutions, have faced increasing pressure on many fronts in recent years. These pressures include increased competition, lack of support from key constituencies, an increase in the size and diversity of the student population, dealing with changing technology, increased calls for accountability, a higher demand for quality by all the stakeholders involved, more responsibility for research and teaching and greater emphasis on efficient and effective management. The literature review for this study suggested that leadership impacts positively on quality and, equally important, on service quality. The academic leaders at these institutions have a tremendous influence on the quality of the education provided and the service rendered to the growing number of students. Using a quantitative methodology and a cross-sectional survey research design, this study was conducted on five campuses of a prominent private higher education provider across South Africa using two survey instruments. The Leadership Practices Inventory (LPI) questionnaire was utilised to conduct the leadership survey while the SERVQUAL instrument was applied in the service quality survey. The campus principals of the five campuses and some of their selected subordinates completed the LPI survey. The SERVQUAL questionnaires were completed by 984 students from the five campuses. Correlation analysis was the major statistical tool used to analyse the data. The findings of the study indicated a strong positive linear correlation between the leadership practices of principals and service quality to students at these institutions. / Business Management / M. Com. (Business Management)

In the global economy of the 21st century, competition is complex, challenging and fraught with competitive opportunities and threats. Strategic leadership is increasingly becoming the main focus for business and academics alike and is the key issue facing contemporary organisations. Without effective strategic leadership, the capability of a company to achieve or sustain a competitive advantage is greatly constrained. More than 30 years of Harvard Business School research have shown that aligned and integrated companies outperform their nearest competitors by every major financial measure. The organisational effectiveness emanating from alignment is a significant competitive advantage. Alignment is that optimal state in which strategy, employees, customers and key processes work in concert to propel growth and profits. Aligned organisations enjoy greater customer and employee satisfaction and produce superior results. Can leadership make a difference? Some leaders do, some do not - and many more could. Effective strategic leadership can thus help organisations enhance performance while competing in turbulent and unpredictable environments. However, there has been little empirical evidence of the effects of strategic level leadership on organisational processes that have distinctive strategic significance. A greater understanding of the criteria that influence success in organisations will enable organisations to take positive action to become more successful. iv This study examines the importance of critical leadership criteria and the degree of alignment in high-performing organisations. A quantitative research design was used in this study to assess the impact of strategic leadership on strategic alignment of business organisations in South Africa. The research instruments to test the research questions comprised two questionnaires. The first was used to establish the value top leadership place on selected critical leadership criteria, and the second to establish the level of alignment in the organisations under investigation. The population selected for this study consisted of the companies included in the 200 top-performing organisations which appeared in the 2007 Financial Mail. Six companies participated in the research. The data was electronically collated into a database and the results were then analysed using the statistical inferential techniques of correlation and linear regression analysis. The study proposes that strategic leadership will positively influence strategic alignment which, in turn, will have a beneficial effect on organisational performance. / Graduate School for Business Leadership / (D. B. L.)

The objectives of this study were to identify leadership competencies required by health services leaders, determine the role of mentorship in leadership development and, make recommendations for succession planning in the public health sector. A quantitative approach using an exploratory and descriptive design was used, with the intention of conducting a census survey. Respondents were managers in positions 11 and upward. Findings revealed that experience assisted managers in improving the technical competencies of human resources, financial and strategic planning, but not that of leadership skills and behaviour, and communication and relationship management, which required development in the form of mentorship. It is recommended that leadership development for future leaders be embedded in succession planning, based on policy guidelines. Limitations of this study were that a response rate of 30% was achieved and due to the narrow geographical coverage, the findings could not be generalised. / Health Studies / M.A. (Health Studies)

The study focused on the role of the principal as an instructional leader in the Motupa Circuit primary schools of Limpopo Province. The nature and effectiveness of the education system depend on the role of school principals as instructional leaders in the effective and efficient monitoring and support of educators' curriculum implementation in the classrooms, evidenced by learners' performance and the effective functioning of educational institutions. The literature review undertaken benchmarked on the instructional leadership roles of school principals. Qualitative research approach in the form of observations, interviews and the analysis of written documents was employed to elicit the principals' perceptions on their instructional leadership roles and how they enhance effective teaching and learning towards improving learners' performances. The study anticipated that principals as instructional leaders will be increasingly involved in ensuring that curriculum implementation in the classrooms is monitored and supported for effective teaching and learning to be realised. The study's findings revealed that this is not happening as it should. A synopsis of the research findings revealed that principals are beset with a number of contextual factors such as, an inadequate provision of teaching and learning resources and infrastructure needs, lack of monitoring and support of curriculum implementation, inadequate support from the Department of Basic Education, and lack of parental involvement and concern on the education of their children. It is anticipated that the literature review and the findings from the empirical study will contribute to, and strengthen principals' instructional leadership roles in creating conditions for effective teaching and learning, by monitoring and supporting educators in curriculum delivery and implementation in the classrooms. The research recommended that principals should conduct regular class visits and also ensure that strategies are developed to involve parents of learners in the education of their children, and that teaching and learning resources should be provided. The Provincial Department of Basic Education must provide the much needed basic school infrastructure and basic school resources such as LTSM, the national norms and standard for school funding (NNSSF) earlier during the first term, in support of principals' instructional leadership roles. It is recommended that attention to these issues by school principals and the Department of Basic Education will contribute towards effective teaching and learning and improve learners' performances in Limpopo Province and the Motupa Circuit in particular. / Educational Management and Leadership / M. Ed. (Education Management)

Thesis (M.Tech.: Commercial Administration)- Dept. of Office Management and Technology, Durban Institute of Technology, 2004 x, 100, [21] leaves / This study aimed to identify the factors that affect change in attitudes of managers reaching positions of authority in Higher Educational Institutions. Traditionally, managers sat in their office and managed organizations. Today the market place demands something different and there is greater emphasis on leadership qualities for those in positions of authority. Today, leaders are needed who have sound principles, ethics, sound values, integrity, human and communication skills. Individuals in leadership positions who lack the skills listed, experience problems leading and managing a modern organization.

The 21st century has posed challenges and provided opportunities for organisations, and although a large body of research exists on both leadership and organisational climate, these two concepts have become a matter of urgency in South African organisations. The dynamics in the organisation have a direct effect on the people the organisation serves and business performance. The aim of this research was to explore the relationship between leadership and organisational climate in a South African fast-moving consumable goods (FMCG) organisation. There are few research studies that focus on leadership and organisational climate in the South African context and this study builds on limited existing knowledge. Using a descriptive, cross-sectional field survey approach, a sample of 896 participants employed at one organisation was surveyed. Explanatory factor analysis and the structural equation modelling (SEM) multivariate analysis technique revealed a new set of organisational dimensions and confirmed the relationship between leadership and organisational climate and organisational climate and its various dimensions. The findings emphasise the importance of certain generic and specific leadership practices in creating the desired organisational climate in the South African context. This study contributes to knowledge on the relationship between leadership and organisational climate in the South African context. / Psychology / M. Com. (Industrial and Organisational Psychology)

In 2003, Gauteng Department of Education (GDE) introduced policies on performance management in an endeavour to improve the quality of teaching and learning in schools. With these policies, schools are supposed to be constantly audited, monitored, and supported by district officials. Within district offices, there are unit supervisors who are responsible to manage PMDS to inculcate a performance culture. This performance culture is subsequently cascaded down to schools to yield quality matric results and yet this remains to be seen. Furthermore, the study aimed to explore the experiences and perceptions of supervisors and officials on the PMDS management within districts. With an interpretive paradigm, the researcher was able to analyse data from interviews and questionnaires. The study revealed that PMDS is generally acknowledged and positively perceived albeit with significant challenges to its implementation in the GDE districts. / Educational Leadership and Management / M.Ed. (Education Management )

Dissertation (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Since the late 1940s, South Africa and South Korea were ruled by authoritarian governments, which oppressed the people’s freedom and rights. The governments created the deeply divided societies that resulted in racism in South Africa and regionalism in South Korea. These similarities may have played a major role in allowing Nelson Mandela and Kim Dae-jung to develop strong emotional bonds with their followers and to articulate their visions for the future. The two leaders, Nelson Mandela and Kim Dae-jung, fought for freedom and human rights against the apartheid government in South Africa and military dictatorial government in South Korea. During these processes of democratisation, the two leaders displayed common transformational and social learning leadership styles and presented their visions of the end of the authoritarian regimes and the establishment of democracy; shared these visions with the people and encouraged and mobilised them in struggling together against authoritarian government. Subsequently, the two leaders’ transformational and social learning leadership styles provide a successful role model to countries in which there are conflicts between the constituents of the society, as in East Asia, Sub-Saharan Africa and Middle East; a desire for transformation towards democracy by the people, and where countries are confronted with new challenges. / AFRIKAANSE OPSOMMING: Beide Suid-Afrika en Suid-Korea was sedert die laat 1940’s onder die bewind van outoritêre regerings met gepaardgaande onderdrukking van die mense se vryhede en regte. Dié regerings het diep-verdeelde gemeenskappe daar gestel wat in Suid-Afrika op rassisme en in Suid-Korea op regionalisme uitgeloop het. Hierdie ooreenkomste mag grootliks daartoe bygedra het dat beide Nelosn Mandela en Kim Dae-jung sterk emosionele verbintenisse met hul volgelinge kon ontwikkel en hul toekomsvisies kon artikuleer. Die twee leiers, Nelson Mandela en Kim Dae-jung, het onderskeidelik teen die apartheidsregering in Suid-Afrika en die militêre diktatuur in Suid-Korea geveg vir vryheid en menseregte. Gedurende hierdie demokratiseringsprosesse het die twee leiers gemeenskaplike transformasie en sosiale leer leierskapstyle openbaar, hulle visies oor die beëindiging van outoritêre regimes en die vestiging van demokrasie bekend gemaak en die mense aangemoedig tot en gemobiliseer vir strydvoering teen die outoritêre regerings. Gevolglik verskaf hierdie twee leiers se transformasie en sosiale leer leierskapstyle ‘n geslaagde rolmodel vir alle lande waar daar konflik binne gemeenskappe bestaan, soos in Oos-Asië, Suid-Sahara Afrika asook die Midde-Ooste; lande waar die mense smag na transformasie tot demokrasie en lande wat hulleself met nuwe uitdagings gekonfronteer vind.