Please read the abstract in the section 00front of this document / Thesis (PhD)--University of Pretoria, 2007. / School of Public Management and Administration (SPMA) / unrestricted

Thesis (DTech. in Public 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)

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)

MPM / Oliver Reginald Tambo Institute of Governance and Policy Studies

Department of Curriculum Studies and Education Management / PHD (CS)

PhD (Public Administration) / Department of Public and Development Administration / The study reviews and assess the impact of ethical leadership in promotion of good governance in the Limpopo Province in South Africa. Since the inception of the province in 1994, the provincial government witnessed an alarming statistics of unethical behaviour within its echelons. The media reports is frequently dominated by negative news of ethical transgression within the province’s public institutions. The reports on fraud and corruption scandals ranges from conflict of interests which manifest itself through payment of ghost workers, tardiness, weak institutions, lack of accountability and honesty by senior and subordinate public officials. In 2011, some of the provincial government’s departments were placed under “Administration”, meaning the control of province by the National Treasury. The placement of the departments under administration confirms the public perception that the province is engulfed by ethical challenges which result to poor governance of the province. The findings from the study confirm that although the province attempted to put strategies to minimise acts of unethical behaviour in the province, there is still a concern of ethical transgression that is ongoing and unabated. The study adopted the mixed methodology research design for data collection. The senior public managers and subordinate public officials were sampled as the population for the study. The aim is to assess the pivotal role that senior public managers as leaders play in fostering the organisational performance, hence good governance through modelling behaviour. The findings of the study assist to respond to the concern of why transgressions of ethical conduct occurs despite progressive legislative frameworks were introduced to promote good governance. The study recommended an Integrative Model of Ethical Leadership, which takes into account / NRF

Thesis (M. A.) -- University of the North, 1999 / Refer to the document

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)

xii, 99 leaves / This study is concerned with the secondary school female principals in Kone-Kwena Cluster. It is undertaken to establish the challenges and success experienced by these female principals as they lead and manage secondary schools. The study also sought for the strategies on how to enhance their leadership and management roles. The researcher reviewed the existing literature on female leadership and management roles. The data were collected by means of both qualitative and quantitative methods. Interviews were conducted with ten (10) female principals and questionnaires were administered to forty (40) teachers who were selected from the staff members of these principals. Quantitative data analysis was done using Statistical Package for Social Science (SPSS). Qualitative data analysis was done thematically through organising it by separating it into a few workable units which were coded, described, categorised, and then developed into a pattern. Data collected was triangulated to seek convergence and corroboration of the results from the two methods. The findings were presented in rich descriptions, which also included anecdotes from participants. The key findings revealed an increase in the number of female principals in Kone-Kwena Cluster but there is still underrepresentation of female principals. The number of female principals is less than half of the male principals. The underrepresentation is revealed that it is due to female teachers’ reluctance to take up leadership positions, as was evidenced by their lower qualifications. Challenges such as lack of confidence, role conflict, stereotypes, negative teacher attitudes, lack of organisational support, and lack of succession plan, induction and mentoring programs for new principals were also revealed in the study as major contributory factors. The study revealed that female teachers’ participation in promotional positions can be enhanced by offering institutional support to female teachers, mentoring and further training and development.