The study of leadership is one of those disciplines that invoke fierce debate among scholars and at the centre of the leadership debate lies the many approaches to the discipline that are employed by scholars and these approaches have led to different definitions of the discipline such as the trait theory of leadership, the behavioural theory of leadership and the contingent theory of leadership. This study was undertaken for two main reasons. Firstly, to investigate the leadership behaviour of deputy directors of the Department of Agriculture and secondly, to establish how those leadership behaviour of deputy directors impacted on the employee morale of their subordinates. The study was conducted within the public administration environment and it was conducted using the leadership behaviour theory whose main assumption is that leadership is a relationship between the leader and the followers and as such, the behaviour of the leader has direct impact on the morale of the followers. The key leadership behaviour that were used for the study came from the Leadership Practices Inventory (LPI) survey instrument that was developed by Kouzes and Posner (2002) and five key factors were identified as central to the study of leadership behaviour for the purpose of this study. Firstly, leaders are expected to act exemplary (model the way) by ensuring that what they say is what they do. Secondly, leaders are expected to inspire a shared vision so that their followers are able to assimilate the vision being pursued. Thirdly, leaders are expected to challenge the existing institutional processes and systems so that all resources can be directed towards the realisation of the new vision. Fourthly, leaders are expected to enable their followers to act by creating an environment that is conducive to effective service delivery and fifthly, leaders are expected to encourage their followers to endure where challenges seem overwhelming so that followers should not be discouraged and give up. Since the study was conducted within the public administration environment, its main purpose was to discover how frequently do deputy directors engage in those five factors. The study yielded mixed results where in some of the factors, deputy directors engaged frequently whereas in the other factors, they had infrequent engagement. The participants to this study were grouped into three categories: deputy directors (as leaders being evaluated), and directors and subordinates (as observers). The study used the Likert scale where the data was interpreted by means of graphs. / Public Administration and Management

The study of leadership is one of those disciplines that invoke fierce debate among scholars and at the centre of the leadership debate lies the many approaches to the discipline that are employed by scholars and these approaches have led to different definitions of the discipline such as the trait theory of leadership, the behavioural theory of leadership and the contingent theory of leadership. This study was undertaken for two main reasons. Firstly, to investigate the leadership behaviour of deputy directors of the Department of Agriculture and secondly, to establish how those leadership behaviour of deputy directors impacted on the employee morale of their subordinates. The study was conducted within the public administration environment and it was conducted using the leadership behaviour theory whose main assumption is that leadership is a relationship between the leader and the followers and as such, the behaviour of the leader has direct impact on the morale of the followers. The key leadership behaviour that were used for the study came from the Leadership Practices Inventory (LPI) survey instrument that was developed by Kouzes and Posner (2002) and five key factors were identified as central to the study of leadership behaviour for the purpose of this study. Firstly, leaders are expected to act exemplary (model the way) by ensuring that what they say is what they do. Secondly, leaders are expected to inspire a shared vision so that their followers are able to assimilate the vision being pursued. Thirdly, leaders are expected to challenge the existing institutional processes and systems so that all resources can be directed towards the realisation of the new vision. Fourthly, leaders are expected to enable their followers to act by creating an environment that is conducive to effective service delivery and fifthly, leaders are expected to encourage their followers to endure where challenges seem overwhelming so that followers should not be discouraged and give up. Since the study was conducted within the public administration environment, its main purpose was to discover how frequently do deputy directors engage in those five factors. The study yielded mixed results where in some of the factors, deputy directors engaged frequently whereas in the other factors, they had infrequent engagement. The participants to this study were grouped into three categories: deputy directors (as leaders being evaluated), and directors and subordinates (as observers). The study used the Likert scale where the data was interpreted by means of graphs. / Public Administration and Management

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Although schools and industrial organisations have historically been, and in some cases still are, considered completely different entities, there is nevertheless an increasing awareness that similarities also exist. It can be a determining factor for the roles and competencies of school principals as leaders if indeed there is truth in the conception that schools ought to be led and managed as businesses (industrial organisations, companies). The aim of this study was to determine which comparisons (similarities and differences) can indeed be drawn between the environments in which school principals as leaders of education on the one hand and leaders of industrial organisations on the other operate. For this purpose the nature of a school and that of an industrial organisation were investigated. Furthermore, it was attempted to draw a comparison between the roles and competencies of leaders in both environments with the expectation that the roles which successful leaders fulfil in the industrial organisation and the competencies they should have at their command, can provide important guidelines for nurturing more efficient and more successful leaders in schools. In order to reach the afore-mentioned goal, a literature study was done on the nature of an industrial organisation and of a school and on the roles and competencies of leaders of organisations and leaders of education. Subsequently, as second objective, a quantitative investigation was undertaken, based on a questionnaire which was forwarded to school principals in the Gauteng Province. A representative sample of 400 school principals from all schools in the province was drawn for this purpose and the responses were statistically analysed with a view to establish which of the roles and competencies indicated by the literature study are indeed considered important and which of these roles and competencies are prominent among school principals. The first research objective was to determine the roles and competencies of managerial leaders, and it was found that they must have command over visionary thinking, be capable of planning strategically, be motivators and change agents, be able to communicate well and be capable of working with people, be able to manage and be adaptable themselves, be able to lead, be able to empower people and to evaluate them. Subsequently common orientations for industrial leaders and leaders of education were determined. Here, dealing with personnel was very evident, especially with regard to staff development., sound relationships with members of staff, acknowledgement of staff performances, teamwork, the integrity of the leader, as experienced by the staff, the climate within and culture of the organisation, how energetic the leader is and his/her abilities to organise, and to which extent standards are maintained. The information obtained by the research led to reaching the third objective, namely designing a model for improving the efficiency of the leader of education regarding his/her roles and competencies. The model recommends intervention from the part of the Department of Education as well as ways in which the school principal him/herself takes responsibility for improving the efficiency of school principals. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Although schools and industrial organisations have historically been, and in some cases still are, considered completely different entities, there is nevertheless an increasing awareness that similarities also exist. It can be a determining factor for the roles and competencies of school principals as leaders if indeed there is truth in the conception that schools ought to be led and managed as businesses (industrial organisations, companies). The aim of this study was to determine which comparisons (similarities and differences) can indeed be drawn between the environments in which school principals as leaders of education on the one hand and leaders of industrial organisations on the other operate. For this purpose the nature of a school and that of an industrial organisation were investigated. Furthermore, it was attempted to draw a comparison between the roles and competencies of leaders in both environments with the expectation that the roles which successful leaders fulfil in the industrial organisation and the competencies they should have at their command, can provide important guidelines for nurturing more efficient and more successful leaders in schools. In order to reach the afore-mentioned goal, a literature study was done on the nature of an industrial organisation and of a school and on the roles and competencies of leaders of organisations and leaders of education. Subsequently, as second objective, a quantitative investigation was undertaken, based on a questionnaire which was forwarded to school principals in the Gauteng Province. A representative sample of 400 school principals from all schools in the province was drawn for this purpose and the responses were statistically analysed with a view to establish which of the roles and competencies indicated by the literature study are indeed considered important and which of these roles and competencies are prominent among school principals. The first research objective was to determine the roles and competencies of managerial leaders, and it was found that they must have command over visionary thinking, be capable of planning strategically, be motivators and change agents, be able to communicate well and be capable of working with people, be able to manage and be adaptable themselves, be able to lead, be able to empower people and to evaluate them. Subsequently common orientations for industrial leaders and leaders of education were determined. Here, dealing with personnel was very evident, especially with regard to staff development., sound relationships with members of staff, acknowledgement of staff performances, teamwork, the integrity of the leader, as experienced by the staff, the climate within and culture of the organisation, how energetic the leader is and his/her abilities to organise, and to which extent standards are maintained. The information obtained by the research led to reaching the third objective, namely designing a model for improving the efficiency of the leader of education regarding his/her roles and competencies. The model recommends intervention from the part of the Department of Education as well as ways in which the school principal him/herself takes responsibility for improving the efficiency of school principals. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

No description available.

The principal’s roles as manager and instructional leader are complementary terms for explaining what s/he does daily in the school to direct the mission towards its fulfilment. However, these roles are often in tension, especially in the context of school self-management. This scenario has led to an overemphasis on routine (administrative) tasks by school managers, leaving them over-worked and with little time to devote their efforts to the core technology of schooling, the most critical and essential responsibility of school management namely, instructional leadership. Employing a qualitative case study approach, this report explored the day-to-day instructional tasks of leaders in two primary schools in the Johannesburg East District in the Gauteng Province. It is argued, in the study, that it is necessary for school principals to distribute, collaborate and involve other SMT members in executing their instructional leadership responsibilities to enhance quality delivery of C2005. The deputy principal and school level HoDs, it is argued, should be the immediate arbiters of the tension between the principal’s functions as manager and instructional leader. They should be enabled and encouraged to create a balance between meeting the school’s educative goals and sharing in the instructional duties of principals. The lack of time and commitment to instructional improvement on the part of principals seriously hampers and compromises their effectiveness, teaching and learning, and student achievement. Consistent with the Department of Education’s policy framework on instructional leadership practices in schools (DoE, 2000), the findings in this study reveal that the effective implementation and reaping the benefits of Curriculum 2005 (C2005) requires collaborative practices among the SMT members (the principal, deputy principal and the heads of departments). This study also found that instructional improvement should be regarded as core to everybody’s job and not as a specialised function for an individual, the principal. This is consistent with Alvarado (in Elmore & Burney, 1997), who asserts that anyone with staff responsibility has the duty to support others directly involved in staff development. The deputy principal, the heads of department and subject heads in primary schools as formal leaders, all have an instructional responsibility to assist the principal in meeting the school’s instructional goals.

In order to address the managerial leadership challenge of the educational psychologist cohort, it seems fundamentally superficial to make direct use of conventional management theories, scientific data, and empirical evidence from managers’ work practices in other contexts. The current research explored the influence of managerial leadership on the professional performance of educational psychologist in relation to service delivery models, management appointments, workload management and educational psychologists’ engagement in clinical supervision. Managers need to gain better understand of the influence of managerial leadership on the professional performance of educational psychologists and use contemporary empirical and scientific data to guide their managerial leadership practice. The explanatory sequential mixed-methods research approach was best suited to the early stages of research in this arena. The research findings elucidated the influence of service delivery models, described the ideal management appointment, proposed a formal structured workload management system and provided activities for managers to encourage educational psychologists’ engagement in clinical supervision. / Educational Leadership and Management / D. Ed. (Education Management)

The main goal of the diploma thesis ?Analysis of the management leadership style and its impact on effectiveness of non-profit organization? is to analyse the methods of leadership and management, to characterize its manager?s style of the leadership and management, to suggest optimal system of the leadership and management and to judge their impact on the effectiveness of the performed activities and strategic aims I have chosen the local action group called civic association ?CHANCE IN NATURE ? Local action group? to be the object of this diploma thesis. This action group is located in South Bohemia. The thesis is divided in to three parts. In the first part I have focused to theoretical determination of the basic terms related to the setting of the diploma thesis. The second part discuses the characteristic of the chosen local action group. The last part is devoted to analysis of the leadership and the evaluation of received information and to verbalization of conclusion.

Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal impacts. Integrating economic success with service of the common good requires a sound, shared understanding of “positive” executive business leadership to guide executive selection, education and development, and practice. This thesis formulates and theoretically grounds a general theory of positive executive business leadership. Integrative Executive Leadership (“IEL”) addresses the individual, pairs/groups/teams, organizational, and societal levels of business. Within these contexts, IEL exercises positive integrative agency through multi-stakeholder professional stewardship, integrated performance management, and living codes of ethics. This requires the practice of five mutually-reinforcing positive behavioural repertoires: contemplative self-leadership, functional-relational facilitative leadership, full range managerial-leadership, visionary strategic leadership, and transforming-developmental leadership. These are reinforced by five positive philosophies or styles of leadership: authentic, moral, spiritual, servant, and wise leadership. Consequently, IEL is predicated upon essential competencies, attainments, and positive dispositions. Especially, IEL requires the cultivation of positive psychological states, traits, and virtues, eudaimonic character, postautonomous levels of ego development, psychological complexity, integrative consciousness and flow. In addition to promoting intrinsic morality, these farther reaches of human nature contribute to effective and excellent leadership performance. Integrative Executive Leaders do well by doing good. IEL was developed through multiparadigm theory-building, adopting a pragmatic epistemology, and employing a transdisciplinary, positive scholarship approach to integrate the findings from a broad range of qualitative and quantitative research from the humanities and the social sciences. IEL theory articulates important theoretical relationships derived from: leading insights from management and organization theory; salient research findings from the social sciences and the humanities; insights from positive psychology, positive organizational behaviour, positive organizational scholarship, constructive developmental psychology, transpersonal psychology, and integrated empirical ethics; interpretive analyses of the biographies of great world leaders; and, a rich case study of an extraordinary executive business leader. Accordingly, IEL is advanced as an emergent theory with both theoretical grounding and empirical reference. The path forward requires further transdisciplinary, multiparadigm, multi-method research to further develop and refine IEL and establish it as a grounded theory of positive executive business leadership.