The researcher investigated whether leadership is not held by one leader only, but by a leadership model where decision making is distributed among to the rest of the senior leadership team and leaders within the school. The researcher’s aims emanate from the research problem, what is the role of distributive leadership as strategy to ensure effective schools in South Africa. The researcher also attempts through the study to define effective school leadership, leadership strategies and distributive leadership and explore how distributive leadership supports change and improves schools effectively. The focus of the study was to obtained data that could facilitate an understanding of the participants’ experiences on the role of distributive leadership as strategy to ensure more effective schools in South Africa. It is the understanding that this data will form the basis for the conceptualising for school management and other leaders that will facilitate the successful management of the implementation of this approach. In order to achieve the aims of this study, a qualitative research design was adopted and the main form of data collection method was interviews. A total of 28 interviews were conducted. Eight themes were identified from the literature and the in-depth interviews and discussed in detail. The study found out that leadership should be managed through the distributed leadership strategy and that the implementation, monitoring and evaluation of the OSCAR coaching model as distributed leadership strategy would ensure more effective schools in South Africa. The theoretical clustering of the leadership styles items and the distributed leadership model resulted in the identification of the shared leadership with elements of democratic leadership as significant contributors to the distribution of leadership and the OSCAR coaching model to facilitate meetings. This information is of importance for educational managers as they will be able to provide schools with suggestions for developmental programmes for leaders and managers in order to increase positive perceptions regarding the role of distributed leadership to ensure effective schools in South Africa. The study arrived at the conclusion that the core coaching skills are most likely to promote a successful coaching outcome. The challenge that lies ahead is for leaders to acquire these coaching skills so that they can make the transition to become a coaching leader and develop schools in such ways. / Educational Leadership and Management / D. Ed. (Education Management)

Text in Afrikaans / Die uitsluitlike doel van die studie was om die navorsingsprobleem, naamlik om vas te stel op watter wyse die leierskapstyl van opleidingsbestuurders die werksbevrediging van opleidingskonsultante beïnvloed wat volwassene-onderwys binne ʼn bepaalde bankgroep in Suid-Afrika verskaf, aan te spreek. Die navorser het bepaalde leierskapstyle (naamlik die demokratiese-, outokratiese- en laissez-faire leierskapstyle) en werksbevredigingskomponente geselekteer (naamlik ondersteuning, verhoudings en bemagtiging) ten einde dié ondersoek te doen. ʼn Vraelys is ontwerp wat as kwantitatiewe navorsingsinstrument gebruik is om navorsingsdata elektronies te versamel oor respondente se biografiese besonderhede, hulle bestuurder se leierskapstyl en respondente se persepsies van hul eie werksbevrediging. Een-en-negentig (91) uit eenhonderd sewe-en-dertig (137) respondente het die vraelys per e-pos voltooi, wat ʼn responskoers van 66.42% verteenwoordig. Uit die navorsingsresultate en -analise het dit geblyk dat leierskapstyl wél die persepsies van respondente oor elk van die werksbevredigingskomponente statisties beduidend beïnvloed het. / The sole aim of this study was to address the research problem, namely to determine the way in which the leadership style of training managers influences the work satisfaction of training consultants that provide adult education within a specific bank group in South Africa. The researcher selected specific leadership styles for the purpose of thís study (namely the democratic, outocratic and laissez-faire leadership styles) and work satisfaction components (namely support, relationships and empowerment) to carry out thís investigation. A questionnaire was designed which was used as quantitive research instrument to gather research data electronically about respondents’ biographical details, their manager’s leadership style and the perceptions of respondents regarding their own work satisfaction. Ninety-one (91) out of one-hundred-and-thirty-seven (137) respondents completed the questionnaire by email, which represents a response rate of 66.42%. Out of the research and analysis results it became evident that leadership style indeed influenced the perceptions of respondents over each of the work satisfaction components in a statistically significant way. / Educational Studies / M. Ed. (Volwassene-onderwys)

The core role and responsibility of the school principal is to be an instructional leader. The principal sets the tone in terms of teaching and learning in the school. In this study I focus on school principals at independent schools in Gauteng and explore their instructional leadership practices. To understand these practices I drew on Weber’s instructional leadership model and distributed leadership. In this interpretive, qualitative, phenomenological study I purposively sampled three independent schools in the Gauteng province based on exceptional academic achievement. I selected their school principals as participants. Data was generated using semi-structured interviews, collage inquiry and artefact inquiry. The findings indicate that the day-to-day instructional leadership practices of the participants are quite expansive and are geared towards ensuring quality in teaching and learning. Furthermore, they receive the requisite support from stakeholders and mediate the challenges they experience in their instructional leadership in multiple ways. / Educational Management and Leadership / M. Ed. (Education Leadership and Management)

The Civil Air Navigation Services Organisation, the International Federation of Air Traffic Control Associations, the International Air Transport Association and the Civil Air Navigation Services Organisation agree that professionals in the Air Navigation Services Provider Sector require successful organisational leadership to facilitate and manage transformation within the highly regulated Air Navigation Services Provider Sector. Detailed organisational leadership requirements and associated leadership training and development needs are, however, not specified by the Civil Air Navigation Services Organisation. An opportunity therefore existed to investigate leadership traits and behaviours within a specific context. This research project is contextualised within a safety-conscious, highly regulated and technology-driven industry (the South African Aviation Industry), a safety-critical sector (Air Navigation Services) and specifically the Air Traffic and Navigation Services Company. It was found that little academic research has been done to address the role of followers in the leadership process and to determine what followers expect and require from their leaders. The research problem statement, in response to this research necessity, is: “How can follower experiences and expectations of leadership behaviours in a safety-critical commercial environment be collected, analysed, understood, structured and utilised to aid leadership development?” An ethnographic research case study approach allowed the researcher to investigate the multifarious phenomena that constitute the current views (experiences and expectations) held by followers with regard to leadership behaviour qualities. A mixed methods approach was followed. Data collection was facilitated by means of individual interviews, focus group interviews, field notes and a structured questionnaire. Qualitative data were inductively analysed to identify the recurring patterns and common themes and quantitative data were deductively analysed to assess the nature of existing conditions and relevance. Data and method triangulation was implemented to determine whether multiple sources of data agreed, and to obtain better, cross-checked insights. Findings from this research study provided academic, industry, process and methodology insights into views held by followers regarding leadership and followership constructs. Definitions and perspectives held and reported by followers regarding leaders and leadership, characteristics of preferred and undesired leadership styles, relational and emotional bonds between followers and their leaders acknowledged the presence, value and influence of follower mental models. In this case followers contextualised leadership roles and responsibilities and suggested a transformational leadership style as a desired state. Findings also emphasised a need to appreciate the importance of the social exchange and social contingency theories of leadership in order to create a better understanding of leadership by emphasising the importance of context when studying leaders and leadership from a follower perspective. Obtained follower insights resulted in a structured leadership training and development needs analysis process framed within the specific context. Future research efforts in this regard may be aimed at determining the necessity to educate followers to critically appreciate and evaluate leadership performance and creating a better understanding of how followers’ mental models internally represent complex, dynamic systems and how these representations change over time. / Business Management / DBL

This study sought to explore perspectives and experiences of leaders of secondary schools’ stakeholders on leadership. The experiences of parents and learners who are not necessarily leaders in schools about secondary schools leadership were also explored. Participants were afforded the opportunity to suggested strategies for leadership improvement in secondary schools. This study is underpinned by academic literature and the shared leadership theoretic framework. The study espoused a qualitative research methodology and used a case study approach as a research design. The study included secondary school principals, deputy principals, HODs, teachers, parents, SGB chairpersons, RCL presidents and learners. Semi-structured interview questions, focus group interview questions, notebook, a voice recording device and observation sheets were used as data collection tools. The findings showed that there is little-shared leadership in schools; principals do not share their leadership with their deputy principals where deputy principals are overshadowed by principals. SMTs drive their resolutions through teachers’ throats during staff meetings where teachers rubberstamp SMT decisions. RCLs are not recognised and in many cases, they are not part of SGBs. Leaders of stakeholders are encouraged to use the democratic leadership style, autocratic leadership style and laissez-faire leadership style. Principals of secondary schools should involve all stakeholders in decision making. Leaders of stakeholders should be workshopped by the principal and the Department of Education on shared leadership. There should be shared leadership in secondary schools. The following leadership styles should be upheld in secondary schools based on character traits which are; honesty, loyalty, kindness, and forgiveness. Leaders should also uphold democratic principles which are consultation, collective planning, collective accountability, debates and stakeholder involvement. / Educational Management and Leadership / M. Ed.

Purpose: The strategy-to-performance gap is a contemporary problem that causes organisations to perform less than optimal or fail. Leadership, strategy and performance are complex areas of research on the topic with lack of conclusive results, and solutions to the issue remain elusive. This study offered a clearer understanding of the problem. Design: This qualitative study explored leadership style in the context of strategy execution with the objective of offering a better understanding of performance and the strategy-to-performance gap. The study is a case study of selected organisations in the wine industry in South Africa. Data were collected via interviews on leadership figures and employees. Data were analysed qualitatively. Findings: The study confirmed the existence and issues surrounding the strategy-to-performance gap. Some findings concurred with previous studies on the gap and confirmed that it is intertwined with leadership and strategy execution issues. New themes were identified that contributed to the field of study and could prove to be valuable to narrow the strategy-to-performance gap in future. Value: Leadership is linked with performance in literature but there was limited research found on leadership style specifically in the context of the strategy-to-performance gap. This study confirmed issues surrounding the gap and it was found that the issue is a contemporary problem affecting organisational performance in various ways. This contributed to a better understanding of the problem. New themes that emerged could prove valuable to further research. Leadership and specifically leadership styles (as per Lewin) were found to influence and be interwoven with the strategy-to-performance gap. This study is original as it is the first study that explored leadership styles specifically in the context of the other key themes: strategy and the strategy-to-performance gap. The new themes that emerged are leadership style requirements from an employee satisfaction perspective as well as specific skills suggested to improve performance, all highlighted in the findings. Recommendations: Further research could explore leadership styles in more detail with regard to the strategy-to-performance gap. New themes in the context of strategy execution and leadership style could also be valuable. Future studies could also potentially evaluate the key themes with other measurement instruments such as different leadership styles or different performance criteria / Business Management / M. Com. (Business Management)

In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of discovering principals’ experiences when providing management and strategic leadership at Technical Vocational Education and Training (TVET) colleges in South Africa. Furthermore, the college Senior Management Team (SMT) members were also part of the study as they support and contribute towards to the functioning of TVET colleges. According to Hoy and Miskel (2013), an open social-systems model of schools provides an overarching and useful conceptual framework that organizes and relates this theory and research for educational administrators. At the heart of our social-systems model are four critical elements of school life—structure, motivation, culture, and politics (Hoy &Miskel 2013). The data were collected through semi-structured interviews conducted with participants, while the observation of how principals provided strategic management and leadership was done on a daily basis. The researcher was deputy principal corporate services at a TVET College therefore the contact with other TVET colleges and the DHET was used as a better way to conduct observation. It against the above background that the main themes were developed from the participants’ responses in the bureaucratic, political, and cultural sub-dimensions of the social system. In terms of the incorporation of the sub-dimensions of a social system, it was found that college SMTs should actively model and promote effective management and strategic leadership. This study focused on the strategic leadership and management initiatives, legislations and regulations aimed at enhancing the effectiveness of day-to-day operations of TVET colleges in South Africa. The study explored in depth the management and strategic leadership roles and responsibilities of the TVET college principals. A comparative study of South Africa’s public TVET college as well as the United States of America (USA), the United Kingdom (UK), the Netherlands, Denmark and Australia was also conducted. Furthermore, there is a need to contribute to the organizational culture and climate, job performance, employee morale and engagement, and staff retention. These may be achieved by capacitating college principals and their SMTs with relevant short courses. It is recommended that the role of the DHET and college council must shift from enforcing bureaucratic compliance to collective capacity building within the TVET colleges. This can be achieved by establishing processes and procedures that are supported by sound monitoring and reporting systems. Finally, recommendations made from this study are expected to empower principals and other middle managers and administrators to assist them to achieve the strategic objectives and to relate with all stakeholder that exists within the TVET sector. / Educational Management and Leadership / Ph. D. (Education Management)

The aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of effective educative teaching and learning practices. Through literature study it was found that the role of the secondary school principal in enhancing sustainable communities would contribute to the upliftment of communities. The qualitative approach was successful in obtaining information about how the changing role of the secondary school principal in building sustainable communities is viewed. Recommendations were made concerning research findings for stakeholders and officials to note. / Educational Studies / M.Ed(Education Management))

The general objective of this research was to do a comparative study of the Trust Audit results - obtained during 2000 - of three Business Units of a South African Company in order to determine whether there are any significant differences between them regarding the ”Big Five” personality dimensions and the ”Managerial Practices” dimensions. Trust has been found to be an essential ingredient in all organisations, providing the impetus for employers to gain a better understanding of the building blocks of organisational trust and to restore eroded trust. The intensity of any trust relationship will depend on certain facilitators of trustworthiness which may facilitate or impede the flow of trust. Research studies indicate that organisations with high levels of trust will be more successful, adaptive, and innovative than organisations with low levels of trust or pervasive mistrust. Positive results were indicated for all Business Units regarding the personality aspects. The most positive ”Big Five” dimensions were conscientiousness, extraversion and agreeableness while the lowest dimension was resourcefulness. Overall results regarding managerial practices indicated that not enough information sharing took place and that this had a negative effect within the work environment. The credibility dimension, being lower than the others, indicated that better credibility of persons that are reported to, could improve trust and optimal functioning within the working environment. Team management, work support and trust relationship were viewed positively by all Business Units. One of the main conclusions of this research was that managers/leaders have a pivotal role to play in creating high-trust organisations and engendering trusting relationships. / Industrial and Organisational Psychology / M.Comm. (Industrial and Organisational Psychology)

The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.