Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In the light of the emphasis on the decentralization of school management in South
Africa, the empowerment of all role players to be involved in decision-making has
became crucial.
My concern is with the experience of the process of empowerment by leaders in
education.
The implications of empowerment or the lack there-off for the school culture and
climate, as well as the underlying role played by the leadership approach of
educational leaders, are examined.
By engaging in an interpretative analysis of data (questionnaires which contains the
views of various role players) I examined the relationship between empowerment,
school culture and climate, as well as transformational leadership.
Empowerment is not a simplistic concept which is clear from the mutual coherence
between the school culture and climate and the particular role assumed by the
transformational approach. The particular interaction between transformational
leadership, empowerment and the school culture and climate implies greater clarity
from all role players about the impact of empowerment.
In this way participative management can realise in a spontaneous manner and can
change be seen as a unique opportunity to improve teaching and learning.
KEY WORDS Empowerment, school culture and climate and transformational
leadership. / AFRIKAANSE OPSOMMING: In die lig van die klem op die desentralisasie van skoolbestuur in Suid-Afrika is die
bemagtiging van alle rolspelers tot effektiewe deelname in besluitneming
onontbeerlik. My besorgdheid is met die belewing van die proses van bemagtiging
deur onderwysleiers. Die implikasies van bemagtiging of die gebrek daaraan vir die
skoolkultuur en -klimaat, asook die onderliggende rol wat die leierskapbenadering van
die onderwysleiers in die verband speel, is ook ondersoek.
Verbind tot 'n interpretatiewe data-analise (vraelyste met die menings van verskeie
rolspelers daarin vervat) het ek die verband tussen bemagtiging, skoolkultuur en
-klimaat en transformatiewe leierskap ondersoek.
Bemagtiging is nie 'n simplistiese begrip nie dit blyk onder meer uit die onderlinge
samehang daarvan met skoolkultuur en -klimaat en die besondere rol wat die
transformatiewe leierskapbenadering veronderstel. Die besondere wisselwerking
tussen transformatiewe leierskap, bemagtiging en skoolkultuur en -klimaat vereis 'n
groter duidelikheid by alle rolspelers oor die impak van bemagtiging. Sodoende
realiseer deelnemende bestuur spontaan en word verandering as 'n besondere
geleentheid beskou om onderrig en leer voortdurend te verbeter.
SLEUTELWOORDE Bemagtiging, skoolkultuur en -klimaat en transformatiewe
leierskap
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52916 |
| Date | 12 1900 |
| Creators | Joubert, Francois |
| Contributors | Schreuder, J. H., Prinsloo, N. P., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 78 p. |
| Rights | Stellenbosch University |
Page generated in 0.0022 seconds