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Students learn more from their band experience than musical concepts. Many students learn leadership skills as a part of their time in band, but these skills are rarely an official part of the curriculum. Additonally, band directors must use leadership to successfully build and guide their program, but are rarely provided formal training in leadership theory and skills. I used transformational leadership (Bass & Riggio, 2006; Burns, 1978) as a framework to examine practices band directors use to learn leadership themselves and help students develop their own leadership. I utilized Deci and Ryan’s (2000) Self-Determination Theory (SDT) and autonomy supports (1995) to help identify director practices that were transformative in nature. Through the use of interviews with three band directors and ten students I examined how band directors learn leadership, how they use it, and how students in band understand the use of leadership by directors and themselves. I found that band directors typically learn these transformative skills through a variety of formal and informal situations through life starting as early as high school. Directors develop leadership skills through the presence of mentors and the use of critical self-reflection over the course of their careers. Directors create a culture of band that is extended to the student body and reinforced through student leadership and peer mentoring. Finally, managerial tasks can be used to help students develop leadership identities (Komives et al., 2005), develop leadership skills, and allow them to act as transformative figures themselves.

Philosophiae Doctor - PhD / This thesis deploys deliberative democracy in order to explore interactions in polity dualism in Matebeleland South and Matebeleland North, in Zimbabwe. The thesis was premised on two major problems in the way the issue of traditional leadership is generally talked about and studied. First, there is a theoretical problem in terms of how we study and talk about traditional leaders and their contribution in a democracy. Secondly, the institution of traditional leadership is assessed based on assumptions as opposed to hard facts. Methodologically, the study is based on a qualitative case study research design using focus group discussions, key informant interviews and document analysis that enabled an analysis of perceptions, opinions, experiences, and attitudes of residents regarding Zimbabwe’s dual local government system.

With church attendance falling, church leaders are searching for methods to reverse that trend. Benchmarking the practices of successful churches offers one such avenue. This article points to issues of internal and external fit which should be considered before those benchmarked best practices are implemented by church leaders.

Most family-owned businesses in Nigeria fail to survive to the second generation, and even more fail to survive to the third generation. The problems with sustainability pose issues for individuals and communities but have not been adequately examined by researchers. The purpose of this multiple case study was to explore the strategies that family business owners use to implement succession planning required for business continuity. Succession planning theory was used as the conceptual framework. The participants for the study included leaders of 4 family businesses in Lagos, Nigeria, who have successfully implemented a succession planning strategy required for business continuity. The data were collected through semistructured face-to-face interviews. To enhance the credibility and trustworthiness of the interpretations, methodological triangulation of the data sources and member checking were used. The process of data analysis included word frequency analysis, coding of related phrases, identification of patterns, and generation of themes around the codes. The results of the data analysis revealed five themes: identifying successor leaders, focusing on leadership development, reinforcing knowledge transfer, enhancing longevity of service, and emphasizing mentor and mentee processes. Providing potential successors with valuable skills in the short term becomes valuable for the family business in the long-term, study results show. The findings may raise owners' awareness about how to implement succession planning. The positive social change implications of business longevity include stable employment opportunities and investments in communities.

Research indicates that teachers are one of the most important stakeholders in quality of education in a country and are responsible for its improvement. However, how teachers understand and experience their role as curriculum leaders in contributing to education quality is yet to be known. The purpose of this study was to investigate teachers’ understanding and experiences of their role as curriculum leaders in schools. The study assumed a qualitative approach within the interpretive paradigm underpinned by Grant’s Model of Teacher Leadership. The sample consisted of 20 teachers and 4 principals from 4 secondary schools within the Vhembe District of the Limpopo Province of South Africa. The data on how teachers understand and experience their role as curriculum leaders in schools were obtained by means of semi-structured individual interviews, focus-group discussions with teachers at each school, as well as lesson, and curriculum-related meeting observations. The data were thematically analysed, and the results categorised according to themes and sub-themes. From the findings of this study, it was established that teachers understand their role as curriculum leaders in the light of teacher inclusion in decision-making during the entire curriculum development process. Teachers perceived their role as multi-layered and complex. Teachers experienced their role as curriculum leaders in that they led instructional activities, school-based curriculum development activities, and curriculum activities beyond the school, involving the community. The findings also indicated that teachers experience exclusion when vital curriculum decisions are taken. Teachers experience making decisions as curriculum leaders mostly at the implementation stage of the curriculum. The study contributes to the growing knowledge of information on teacher leadership in schools. It recommends a bottom-up approach to ideas and suggestions on matters of curriculum decisions at any level such decisions are made. The study also proposes a model to guide teacher inclusion in curriculum decision-making. The study was limited to the views and experiences of teachers and principals who participated in the study. A further study employing a quantitative approach, on teachers as curriculum leaders, could be carried out on a larger sample that would allow for generalization of the findings. / Thesis (PhD)--University of Pretoria, 2021. / The South African National Research Foundation / Education Management and Policy Studies / PhD / Unrestricted

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

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