Idea and Purpose The background of this thesis is the ongoing discussion ofleadership and management and how these terms are connected. Unfortunatelythe discussuion of this topic is very much restricted to books and scientific papers. My idea is to first clarify the terms of management and leadership and then, through dialogues to find out if and how the differences are relevant in daily work-life. My personal aim is to raise the awareness to the importance of leadership because it deals with the human being as a whole. Further I hope that this work might inspire executives to reflect themselves and to improve the relationship between them and their followers. Research Question Do leaders differentiate between leadership and management and how does the difference influence their understanding of the issue andtheir individual leadership style? Methodology The approach used here is a qualitative one, using dialogues to understand the ideas and opinions of todays people in leading positions through interpretation and interaction.

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)