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)

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2010 / This research study investigates the impact of different leadership and management styles on Grade 12 learners’ performances in Philippi high schools in Cape Town. The literature that was consulted, explains the nature of performance, performance management, characteristics of good and bad leaders, characteristics of good and bad managers, emotional intelligence, strategic management and different leadership styles. All the above topics were explained in full; the multifactor questionnaire was used to determine the leadership and management styles of principals within their schools. Information was gathered using three instruments, from a sample of seven principals (Leaders) and 150 educators (Raters). Firstly, a set of interview questions for the leaders was compiled, to determine their experience, management and leadership qualifications. This was to ascertain whether the performance of Grade 12 learners in their various schools is directly proportional to their qualifications. Secondly, the multifactor Leadership Questionnaires, which were completed by the leaders (principals), were used to determine leadership and management styles of leaders in the respective schools. The principal rated himself or herself to determine the kind of a leader or manager he or she is, by answering a set of closed questions. Thirdly, the multifactor Rater Questionnaires, which were completed by the raters (Educators and School Management Team), were used to determine leadership and management styles of leaders in the respective schools. The educators rated their principal to determine the kind of a leader he or she was, by answering a set of closed questions.

M.Ed. (Management and Leadership) / After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.

The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.

Modern day workforces are governed by political environments which are a precursor to the formation of perceptions that are generated by employees regarding their leader’s political activities. These perceptions include the views that leaders more often than not indulge in self-seeking political behaviour. Employees who are forced to deal with these politically charged environments often find that their perceptions dictate their respective behaviours as their ethical beliefs and values are continuously challenged by leaders who abuse their authority in an attempt to promote personal gain. South Africa is known for its diverse workforce and tense political environments and cultural intelligence is an aspect that could well enhance the employee / employer relationship. It is felt that a leader’s cultural intelligence could be instrumental in moderating employee perceptions of organisational politics and their respective behaviours. It is against this backdrop that an empirical study was formulated by making use of a hypothetical model for the purposes of extrapolating evidential data required to draw conclusions and make recommendations to leadership regarding the impact that perceptions of organisational politics might have on employee behaviours and to test whether or not cultural intelligence has a moderating effect on these relations.

The failure of democracy in Africa can be partially attributed to the Eurocentric assumptions that belie Western recommendations for Africa. This thesis focuses on the failure of the modernisation school to account for the resiliency of tradition in the modern African state, which is described by Sklar (1991) as amounting to a form of 'mixed government', combining the traditional with the modern to create a uniquely African form of governance. This notion of a 'mixed government' is addressed from the vantage point of traditional leaders in the Eastern Cape. It maps the vacillating relationship between the chiefs, the people and the government through colonialism, Apartheid and democratisation. It concludes that although the Eastern Cape provincial government has subordinated the chiefs, this does not signify a victory for modernity over tradition because the chiefs are not a spent force. History has shown that when the government fails to act in the interests of the people, they seek an alternative authority namely, the chiefs. The ANC government's centralising tendencies have negative implications for democracy and consequently for the people. This opens up space for the chiefs to assert themselves provided they play an active role in furthering democracy, development and modernisation in the interests of the people. Hence, although ' mixed' government in the post-1996 South Africa is currently on the ANC's terms, traditional leaders may someday play a vital role in the modern democratic state.

The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.

In this study an analysis was made of the leadership structure of the community of Grahamstown. It was hypothesized that the leadership structure is pluralistic i.e. that leaders are divided along themselves on different issues. An historical and documentary analysis of various aspects of community life revealed that leaders were not united on almost all issues. An analysis of the voluntary associations in which the top leaders took an active part revealed great discrepancy in terms of orientation toward the community, society, and social exclusiveness. A schedule was administered to 90 leaders who were identified by the Cooperating- Informant Technique. Data. were collected about their background characteristics, attitudes toward certain local issues and their general ideological orientations. It was found that stands taken on local issues can best be interpreted in terms of ideological orientation. We conclude that local community leadership is pluralistic. In view of the relationship between local issues and the larger society, several selected problems merit further investigation.

M.Ed. / This is a qualitative research that explored the effectiveness of leadership of four schools in West of Johannesburg. The perception and contribution of all role players in these institutions were explored. The study interrogated the topic through the use of focus group interviews; personal interviews and through observations. This study was necessitated by the changes that are taking place in educational institutions and the outside forces that are putting pressure on educational institutions to change. The researcher argues that the ensuing change is received and perceived differently by individuals and groups within and outside these institutions. This investigation is important because it reminds and helps managers of their responsibilities as professional educators and as executive officers of schools.

M.Ed. / The last decade constituted a period of great discovery and change for education all over the country. This called for policies for transformational leadership. Kouznes and Posner(1995:130) indicates that "high policy - that is, major change in a society's sense of direction - is first shaped in an anchoate consensus reached by the people at large." The policies for effecting change in schools are drawn but the problem is: are those policies communicated well to the schools community and stakeholders, are they well understood, are they implemented effectively for the benefit of all involved? It is time that all transformational policies drawn at all levels as agreed upon be implemented in a coordinated way. According to Telford(1996:8-9), "transformational leadership acknowledges that in today's challenging and demanding educational climate of constant and turbulent change, no single person alone is likely to have the combined capacities necessary to engage in effective leadership. It can be legitimately argued, that in empowering a range of people within the school community - educators, learners, parents and others as 111 appropriate, a combined richness of educational thought and activity, superior to that of any single leader can be achieved. "That is, leadership at its best is a shared venture engaged in by many". This has concentrated on these policies that need to be implemented to effect change. The findings are also that there are policies for transformational leadership in place but the in adequate training makes it impossible for effective implementation. Therefore, the aims objectives of this study are summarised as follows: To determine the extent to which policies guide the transformational leader to effect meaning full change(s). To establish the extent to which change involves the collaboration of the transformational leader and the followers. The determine how implementation of policies take place at the school site. To determine whether support systems are offered by district offices officials to principals and educators regarding interpretational and implementation of policies. Through qualitative and quantitive research,questions and statements, the researcher was able to do some findings as far as transformational policies are concerned. The study concludes on a few recommendations that enough information and training should be given to all stakeholders for effective implementation hence creation of change that would take schools into the 21' century.