Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In the light of the emphasis on the decentralization of school management in South Africa, the empowerment of all role players to be involved in decision-making has became crucial. My concern is with the experience of the process of empowerment by leaders in education. The implications of empowerment or the lack there-off for the school culture and climate, as well as the underlying role played by the leadership approach of educational leaders, are examined. By engaging in an interpretative analysis of data (questionnaires which contains the views of various role players) I examined the relationship between empowerment, school culture and climate, as well as transformational leadership. Empowerment is not a simplistic concept which is clear from the mutual coherence between the school culture and climate and the particular role assumed by the transformational approach. The particular interaction between transformational leadership, empowerment and the school culture and climate implies greater clarity from all role players about the impact of empowerment. In this way participative management can realise in a spontaneous manner and can change be seen as a unique opportunity to improve teaching and learning. KEY WORDS Empowerment, school culture and climate and transformational leadership. / AFRIKAANSE OPSOMMING: In die lig van die klem op die desentralisasie van skoolbestuur in Suid-Afrika is die bemagtiging van alle rolspelers tot effektiewe deelname in besluitneming onontbeerlik. My besorgdheid is met die belewing van die proses van bemagtiging deur onderwysleiers. Die implikasies van bemagtiging of die gebrek daaraan vir die skoolkultuur en -klimaat, asook die onderliggende rol wat die leierskapbenadering van die onderwysleiers in die verband speel, is ook ondersoek. Verbind tot 'n interpretatiewe data-analise (vraelyste met die menings van verskeie rolspelers daarin vervat) het ek die verband tussen bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap ondersoek. Bemagtiging is nie 'n simplistiese begrip nie dit blyk onder meer uit die onderlinge samehang daarvan met skoolkultuur en -klimaat en die besondere rol wat die transformatiewe leierskapbenadering veronderstel. Die besondere wisselwerking tussen transformatiewe leierskap, bemagtiging en skoolkultuur en -klimaat vereis 'n groter duidelikheid by alle rolspelers oor die impak van bemagtiging. Sodoende realiseer deelnemende bestuur spontaan en word verandering as 'n besondere geleentheid beskou om onderrig en leer voortdurend te verbeter. SLEUTELWOORDE Bemagtiging, skoolkultuur en -klimaat en transformatiewe leierskap

D.Ed. / This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.

Research Report Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Arts in Political Studies University of the Witwatersrand March 2015 / Recent 21st century political developments in South Africa have given rise to debate surrounding a threat to a functioning democracy. New radical political parties, turmoil in the labour sectors, and dysfunctional government policies and activities have made populist tendencies a central aspect of this debate. Populism is an entity oft evoked in a negative light and rhetoric in this debate. It is associated with demagogues and the ‘uncontrollable’ urges of the masses that would be let loose upon society given the chance, destroying democracy in the process. It is the aim of this paper to argue the opposite. By expanding and contributing to the theoretical literature on populism, and through the analysis of empirical evidence – the Western Cape farm worker’s strikes and the Marikana strikes and subsequent massacre of 2012 –in South Africa this research report seeks to fill a gap in the conceptualisation and practical characterisation of populism in our political setting. Can populism be conceptually, theoretically, and empirically utilised to characterise and explain trends in contemporary South African politics and can it be utilised in providing a contextual underpinning for explaining recent events in South African society as a whole? Through the reliance on the theories of Ernesto Laclau and Slavoj Zizek the aim will be to identify the underlying gaps in democratic politics that gives rise to populist movements and through this argument to build and utilise this conception of populism as a positive and effective analytical tool of contemporary South African politics.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business and Executive Coaching) April, 2017 / Professional Service Firms (PSFs) contribute significantly to employment and professional development in South Africa and to global economics. People are a PSF’s greatest asset; however, there is little empirical evidence on the implementation of a Leader-as-Coach (L-A-C) approach in PSFs in South Africa. The research aims to establish a framework for the implementation of an L-A-C approach in PSFs in South Africa. Using a qualitative multiple-case study method, the research examines the benefits of implementing an L-A-C approach within a PSF, determines the organisational factors affecting the implementation of an LA- C approach in a PSF and clarifies the individual factors affecting the implementation of an L-A-C approach in a PSF. There are clear reasons for implementing an L-A-C approach within PSFs and benefits range from ensuring a leadership pipeline for organisations, improving client and employee retention, and enhancing the firm’s success due to increased productivity. These benefits, in turn, foster positive benefits for the L-A-Cs (the managers who are coaches) and the employees (the coachees who receive coaching from their managers). Organisational factors include a culture of people-centricity which clearly enables an L-A-C approach, whilst a matrix structure which commonly exists within PSFs is an inhibitor of an L-A-C approach, with mitigating processes recommended for addressing this. The key processes which enable an L-A-C approach are the firm’s approach to: learning and development of L-A-C skills, ensuring tools and support are in place for the L-ACs, and linking coaching to the human resources (HR) performance management and enabling technology. A final key process is recognising effective coaching behaviours through monetary and non-monetary rewards. In addition, the individual skills and attitudes of the L-A-Cs, the attitudes of the coachees, and importantly, the relationship between the L-A-C and the coachee, all influence the L-A-C approach. An integrated and holistic framework is proposed for PSFs wishing to implement an L-A-C approach. This framework suggests that a firm should begin with the organisational strategic drivers, and the clear reasons for implementation of an L-A-C approach, followed by an enabling structure and processes, including the development of individual skills. However, overarching these organisational factors, is the necessity of having an organisational culture of learning and development. / MT2017

A research report submitted to the Faculty of Commerce, Law and Management at the University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Management (in the field of Public and Development Management) December 2015 / The notion of women empowerment in South Africa is steadily gaining momentum and recognition. The country has dedicated the month of August as “womens’ month” and the increased visibility of women in parliament are some of the gains made by government. However, it remains unclear what happens in the other spheres of government regarding the promotion of women and their development. This study examined the local government context by exploring the leadership development of women. The focus of this study was on the City of Johannesburg metropolitan municipality. The City of Johannesburg states that its mission is to be a “World Class African City of the Future”. Human capital and leadership therefore becomes imperative in attaining the mission and delivering effective and efficient services to the citizens of the City of Johannesburg. This study is aimed at exploring the leadership development of women in the City of Johannesburg. The focus of the study was on their development into leadership roles. A qualitative research was carried out and data were collected using semi-structured interviews and documents as secondary data. This study revealed that there was relatively good representation of women in the Members of the Mayoral Committee: there was a 50/50 gender split within the committee. However, there was a low presentation of women in other levels. Nevertheless, the focus of the study was not entirely quantitative but it was also qualitative in relation to the development of women into leadership roles. The study found that there was leadership development of employees where women were given preference over their male counterparts with regard to the intake on the programmes. Apart from the programmes held at Wits Business School, there was nothing internally which was focused on the development of women in leadership structures. This highlighted the fact that the City needed to do more in developing women. Despite this knowledge, this study revealed that policies in the City when effectively used can help in the development of women into leadership roles. This study provided recommendations that deliberate efforts should be made in developing women. The current policies in the City should be incorporated and there should be a clear strategy and targets set out regarding the development of women. / MT2017

A research report submitted to the faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business and Executive Coaching) Johannesburg, 2017 / The objective of the study was to explore how a coaching leadership style adopted by Managers in different organisations, influences the relationships they have with their direct reports. The study used the qualitative method and semi-structured interviews were conducted with 22 participants, comprising 13 Managers and nine Direct Reports in various organisations in private and public sectors based in Gauteng, South Africa. This study contributes to the research and literature available on coaching leadership style and employee coaching, which occurs when an employee works one-on-one with his/her direct manager to improve his/her work performance and other areas that need attention. Executive Coaching has been extensively researched and refers to when an executive in an organisation is being coached by an external coach who is normally chosen by the Executive and paid for by the organisation. In Employee Coaching however, the coaching is conducted by the direct Manager and the employee has no choice in who the Manager is. Relationships between Manager and Direct Report are therefore crucial and these could be influenced by the Manager‟s leadership style. The findings suggest that within a South African context, the term “Coaching Leadership Style” is not a term that is widely used in organisations to describe a leadership style, however this style emerged through the behaviours that the Managers displayed. The findings further posit that coaching plays a pivotal role in influencing relationships between a Manager and his/her Direct Reports and that coaching may also cause shifts in leadership styles. The research provides insight into the leadership styles that Managers prefer to adopt and deepened understanding of how coaching adds value in a leadership context. The results add to the body of knowledge on how coaching affects leadership effectiveness and how it influences relationships between Managers and Direct Reports. / MT2017

A Research Report submitted to the School of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Education Johannesburg, February, 2016 / Homework as an activity of formative assessment is a key instructional strategy in South African schools. However, it is a controversial topic, as there seems to be no consensus among researchers about its contribution to learning and learner outcomes (Cooper, 2007). To find out more about homework, this study explores school leaders’ views and opinions about homework: its practices, perceived value and challenges. The purpose of the study is to use what is learnt from school leaders about homework to improve its practice and enhance the contribution homework can make to learning and learner outcomes. This research reviews literature that forms the conceptual framework in line with assessment theory. It also examines literature that focuses on distributed leadership, i.e. shared leadership of two or more people sharing power and joining forces towards the accomplishment of a shared goal (MacNeil & McClanahan, 2005). This involves school leaders at different levels. This study is based on qualitative research, using a case study of one primary school in Soweto, Johannesburg west. The primary school is purposefully sampled because it does homework and is situated in a multiple deprived community (Maringe & Vilakazi, 2015). Interviews were conducted, using audio-tape recordings, with people in different levels of school leadership. The school homework policy was also analysed. Data collected were presented and analysed based on the research questions. The evidence from the research findings reveal that the school leaders view homework as a task given to learners to practise, search for knowledge, and prepare for future lessons. Although the participants acknowledged that homework is valuable they identified some factors as militating against its practice, thus affecting the contribution that it can make to learning and learner outcomes Four such factors include: incomprehensive school homework policy; teachers’ incompetency in the practice of homework; poor socio-economic status of parents; and lack of parental support. Based on the findings, the researcher concludes that if the factors inhibiting the effective practice of homework are interrogated, the practice of homework will improve and thus enhance its contribution to learning and learner outcomes. This is supported by international and national literature (see for example, Cooper, 2006; Bennett & Kalish, 2006; Eita, 2007; Felix, Dornbrack & Scheckle, 2008). This study also discovered the use of the Extra School Support Programme (ESSP) to aid struggling learners and orphans in the completion of their homework, which was found to be helpful. The study concludes by identifying policy, practice and research implications emerging from the findings. Keywords: Homework; formative assessment; Assessment; Homework policy; School leadership; Principal; Head of Department; Teachers; Learners; Parents

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (ENVC) Johannesburg, 2016 / Entrepreneurial Leadership is a fledgling discourse within the entrepreneurial fraternity, yet its absence in enterprises contributes to most of the firms’ abrupt ending. Studies show the lifespan of SMEs in South Africa only lasting the first three years of existence. Entrepreneurial Leadership plays critical role in the business performance of the SME in Johannesburg. A sample of 123 respondents was drawn from mostly owners and managers of SMEs in Johannesburg. A multi-prong approach for data collection was administered in the study; this included calling the prospective respondents both on their landline telephones and mobiles and some were given hard copies of the questionnaire to complete. For the convenience of other prospective respondents, an e-link questionnaire was sent by email, and directly, to the mobile phones. The conclusion of the study showed a correlation between entrepreneurial leadership and business performance, correlation between entrepreneurial orientation and business performance and finally, the moderating effect of entrepreneurial leadership on entrepreneurial orientation and business performance in Johannesburg. Given the gap in the market for the practitioners in the sphere of SME, the application of findings of this report will be helpful to the prolonged tenure of the SME in Johannesburg. The theory amassed in the study will also contribute towards further studies in Entrepreneurial Leadership. / MT2017

A research report submitted to the Faculty of commerce, law and management at the university of the Witwatersrand in partial fulfilment of the requirement for the master of management in the field of Public management and development studies, 2017 / The study on the role of leadership in the delivery of services to the community of KaMhlushwa Township in the Nkomazi Municipality has been triggered by the growing outcry by communities regarding government’s inability to provide basic services as promised in the Human Rights Charter of the constitution of the Republic of South Africa. The said outcry finds its expression through the escalating service delivery protests as reflected in the Service Delivery Protest Barometer, (2014), the Municipal IQ Index and many other statistical surveys which have been recently conducted by professional bodies. While government reports reflects an upward mobility in the political landscape on the human development index, these surveys reflect that such a political transformation has not yet translated into economic growth to the people of the country. The black majority are still reflected to be living under heavy squalid conditions with their lives characterised by poverty, inequality and heavy unemployment levels, Mbeki, (2016). The KaMhlushwa community is no exception to the picture painted above and will be used to establish the causal factors to the dearth of leadership in directing the delivery of services to communities. The study, after exploring a number of leadership approaches, went further to suggest a number of leadership strategies which may be deployed to enhance the service delivery programme at a local level. It discusses at length the leadership trends from a global to a local level giving enough suggestions for future consideration on the same or similar topics to this one. The report concludes by drawing recommendations for further investigation by other researchers on the topic. There are also recommendations which can be used as best practice for replicability by other sectors to ensure the promotion of a coherent and effective delivery of services in local communities. / GR2018

Research report submitted in partial fulfilment of the requirements of Masters Degree in the School of Education, Faculty of Humanities, University of the Witwatersrand, 2016 / This research report explores the significance of instructional leadership in raising learner outcomes in underperforming secondary schools in township settings. Literature suggests that, if principals possess strong instructional leadership skills, then the decline of the culture of teaching and learning may possibly be resolved (Blasé and Blasé, 1999; Elmore and City, 2007). This study was therefore done to investigate how the principals’ conceptualisation and enactment of instructional leadership might possibly promote an enhanced culture of teaching and learning in township settings. Research shows that some progress has been made in understanding relationships between instructional leadership and student achievement, but most of the complexities in instructional leadership have not been researched (Leithwood, Jantzi & Steinbach, 1999). Additionally, Hallinger (2003) argues that there is still little knowledge about conceptualisation and application of instructional leadership by principals in schools (Spillane, Diamond & Jita, 2003). This research explored the instructional leadership practices that principals engage in as they enact instructional leadership to improve teaching and learning in the two secondary schools. The study was based on the three fundamental questions which were meant to investigate the conceptualisation and enactment of instructional leadership and the challenges principals face in township settings. It adopted the qualitative research design and it was conducted through the case study approach. Interviews and observations were used to generate relevant data to the study. Semi-structured interviews were conducted with the four participants who were interviewed separately, one principal, one vice principal and two teachers. The study found out that the vice principal and principal 1 understand the concept of instructional leadership and they apply the concept as they monitor, supervise and assist teachers during their instructional practice in the schools. They also value the need to define the school vision for all members to participate towards achieving the school goals of teaching and learning. However, despite the schools’ efforts to raise learner outcomes, the challenges associated with multiple deprivations like lack of resources, educational poverty, political activities and teenage pregnancies tend to hinder their progress. Based on the findings of the research, the researcher concludes that even though the principals engage in the whole school supervisory roles as they apply different instructional practices, whether what they are doing is correct or not, this is beyond the scope of this study. The researcher therefore recommends for the need of ongoing professional development for school leaders on the issues of instructional leadership especially in township settings. Key words: instructional leadership, underperforming schools, multiple deprivation, educational poverty, township settings, challenges, teaching and learning.