This study explores the influences of female under-representation in senior leadership positions in community secondary schools in rural Tanzania. Key issues include factors contributing to women under-representation in leadership, the perceptions of members of school communities of women leaders and the challenges facing current women leaders that deter other women teachers from taking leadership posts. The empirical study included interviews, focus group discussions and questionnaires and involved 259 participants at schools and district level in one district in rural Tanzania. Twenty schools were involved and included 20 heads of schools, teachers, members of school boards, parents and a District Educational Officer. The empirical study found that, at the individual level, familial responsibilities and rejecting the post due to poor social services in rural areas deterred women from taking leadership posts. At the organisational level, the lack of transparent procedures for recommending, recruiting and appointing heads also contributed to poorer access by women. At the societal level, negative perceptions and stereotypes of female leaders, conservative expectations of women in the private domain rather than in professional and public roles, and deep-seated beliefs in some rural areas pertaining to issues such as witchcraft, at times resulted in physical risk and exploitation of female leaders. These proved to be strong barriers to leadership succession and resulted in on-going, significant challenges for incumbent female leaders. Overall, the study concludes that female under-representation in school leadership in rural Tanzania is influenced by a number of interrelated factors at the individual, societal and organisational level (Fagenson, 1990a), with dominant social norms and values having a cross-cutting influence on the access, experience and perceptions of female school leaders. The study thus suggests a number of measures for improving female representation in community secondary school leadership in Tanzania at the professional and personal development level, recruitment level and policy level.

Leadership and how it is developed have become a top priority for almost all organisations, particularly schools and business organisations, to survive and secure growth (Bolden, 2004). Equally, the concept of partnership has become a panacea for solving complex and ‘wicked’ problems in diverse organisations (Armistead, 2007). This study therefore investigates how school-business partnerships could serve as alternative means for organisational leadership development. The study is principally influenced by earlier work in the leadership development field by Day (2000) and Allen and Hartman (2008). Following a review of literature on leadership and partnership, four main sub-questions were formulated. An explanatory multi-case mixed-methods research design (Yin, 1984) was adopted to answer these questions, using qualitative and quantitative methods of data collection – interviews and survey questionnaire – in two schools and two banks in the South-East of England. Data analysis was carried out in two stages – within-case and cross-case analyses (Yin, 1994) – and the data combined to provide composite research findings. The key finding and main original contribution of this study to knowledge is that school-business partnership activities that promote experiential leadership learning experiences can support organisational leadership development. The study identifies twenty-five (25) different learning approaches which enable members of the organisation to develop four main experiential leadership learning experiences: spiritual, emotional, academic and practical leadership competencies. Some of these learning approaches are found in existing literature on leadership development including leadership apprenticeship, job placement, job mixing, degree programmes as well as online learning, action learning and reflections. Other leadership learning approaches such as recitals, records of enlightenment, counselling, reflections, story-telling and themes from the Bible are found to be new to literature in the leadership development field.

Concerns have been raised about the tendency to associate leadership with ascribed authority and position and confining school leadership to the leadership of the principal. Distributed leadership has been proposed and one approach to the distribution of leadership in schools is teacher leadership. Teacher leadership recognises the important contribution of teachers to school improvement and brings to the fore the emergence of excellent teachers who have demonstrated leadership capabilities at the same time. Using an adaptation of the framework of York-Barr and Duke (2004) which linked teacher leadership to student learning, this study explored teacher leadership in public schools in the Philippines. The important role of context in the development and practice of teacher leadership was considered by investigating the contextual conditions that either enabled or constrained teacher leadership practice. Data were collected through semi-structured individual interviews with principals and focus-group interviews with teacher leaders and other teachers from seven public schools in the Philippines. The study found that teacher leadership was a meaningful concept in Philippine public schools even if the term ‘teacher leadership’ has not been introduced formally. Teacher leadership consists of actions undertaken by teachers who respond positively to opportunities to improve teaching and learning. These teachers possess a strong sense of moral purpose and requisite pedagogic and leadership competencies. They help create conditions that support teaching and learning, often in challenging circumstances, in collaboration with colleagues and the school’s leadership. Recommendations from this study include recognising teacher leadership in the country’s education reform agenda, encouraging teacher leaders to accept leadership work and giving attention to development programmes for teacher leaders and principals.

No description available.

This thesis summarises research on the implementation of land restitution policy in the old West Bank Location, in East London. Apartheid legislation dispossessed many Black people of their land. After 1994, the new democratic government implemented a land reform programme, land policy was reviewed, and people were compensated for the loss of land either financially or through restoration of their land. The original cut-off date for claims was 1998, but the window for claims was reopened in July 2014 because of difficulties in implementation. The period for the lodging of claims was extended to end June 2019 to allow people who had not yet been able to do so to participate in the process. In case of the old West Bank Location claims, compensation was in the form of land restoration, including houses which would be built for the claimants. This study documents the successes and challenges encountered in the implementation of land policy in the old West Bank Location. Triangulation of methods was used: data were collected from documents, interviews with claimants, interviews with government officials, and observation of meetings. Recommendations with regard to land policy are made on the basis of the research findings.

Magister Public Health - MPH / Nursing is a high-risk profession for the development of musculoskeletal problems and low back pain (LBP) in particular. Currently there is limited information available for the prevalence of LBP among the South African nursing population and no evidence on knowledge, attitudes and beliefs about the prevention and self-treatment principles for LBP among this group. The aim of this study was to evaluate the knowledge, attitudes and beliefs about the prevention and self-treatment principles for LBP among nursing staff in Cecilia Makiwane Hospital, East London Hospital Complex. The study found that the majority of the participants experienced LBP on a regular basis. / South Africa

The purpose of this study was to investigate the promotion of gender equity in the Amathole District Municipality (ADM). This investigation originated against the phenomenon that women are continuously faced with barriers to progress in the workplace. In an endeavour to find a meaningful solution to the problem, it was necessary to assess the degree of transformational change in the workplace; to ascertain what these barriers are; and how they can be overcome. The study commenced with an overview of the stance of women in the Republic of South Africa, especially their struggle to find a platform from where their voice could be heard. In order to achieve the research objectives, an in-depth literature study was undertaken. A survey was also conducted to examine the perceptions of gender equity in the ADM. The required data was collected by means of face-to-face semi-structured interviews with female officials in senior managerial positions. The study concludes with a number of recommendations that emanate from the literature review and qualitative study.

The aim of this study was to investigate the impact of the Local Economic Development Projects (LED) in relation to Income Security. It can be argued that LED is one intervention, which can be used to create jobs and eradicate poverty at a given locality. LED has been regarded as an approach towards economic development and growth whereby local people are encouraged to work in collaboration in order to achieve sustainable economic growth, bringing economic benefits and improved quality of life for all community members in in a specific municipal area.

This thesis sets out to critically interrogate the contemporary relevance of integration and, in turn, develops a more useful theoretical framing for understanding the experiences of ethnic minorities in Stockholm and London. I argue that the concept of integration remains so normatively loaded that it obscures its advocates’ own stated ideal – the fluent sharing of lives on a daily, mundane basis. I also argue that processes of integration are the self-same processes that produce and reaffirm racialised differentiation. My analysis is empirically situated in interviews with 23 young research participants from Stockholm and London, as well as observations from shared time – at sites ranging from commercial high streets to the squares of council estates. Much of my critique targets the tendency of sociological commentary to trade in a series of analytic reductions, whereby: a) ethnic identification is too heavily tied to expectations about culture and value-orientations; b) identity performance is too often read as denoting a subjective internalisation of that particular identity position, whereby the subject is seemingly of the identity she refers to; and c) close social ties are seen as more meaningful to people’s experiences than the negotiation of fleeting urban encounters. The recurring emphasis of this critique is that routines of fluent multi-ethnic cohabitation rest on an ability to disturb the idea of space, culture and solidarity as ethno-communal properties. The idea of conviviality, borrowed from Paul Gilroy, is developed here as a more accurate heuristic via which one can understand these alternative interactive fields; where markers of difference are neither actively elided (i.e. denied or absorbed into a larger field of community) nor rendered obstructive. Going against a resurgent ‘sociology of ties’, my empirical attention centres here on those myriad and irregular encounters outside of one’s immediate kin and peer networks (what I call ‘second-order’ interaction). I also evidence the ways in which the participants are often involved in an intricate game of ‘identity citation’; wherein, they consent to a sense of their own difference primarily in order to remain intelligible to the dominant social gaze and its normative racial orders. This alternative reading of identity difference, where identity is consented to, but not necessarily internalised, triggers in turn a different kind of lived multicultural politics; a multicultural politics which is more about anti-racism than it is about the ontology of communal difference.

Although multilingualism has been investigated in London, no studies have addressed the multilingual linguistic landscape of this linguistically diverse globalized mega-city. In addition, no previous research has addressed the linguistic impacts of colonialism on the colonizer with respect to signage in the linguistic landscape. With increasing rates of immigration and globalization in London, it is advantageous to fully document and research the nature of the linguistic landscape in order to create a baseline for future comparison. Consequently, aspects of the linguistic landscape of five London boroughs were collected and analyzed in terms of 2,062 signage items. The study noted multilingual signage situations in each borough with respect to the formal top-down and informal bottom-up nature of the signage. The results of this study document the significant impact of colonial and EU languages on London's linguistic landscape. These findings suggest that Britain's colonial languages make up the majority of London's multilingualism, followed by European Union languages. We suggest that future research attempt to track the changes of London's linguistic landscape by comparing future data to the data presented in this study as immigration laws change.