1887

n Tydskrif vir Geesteswetenskappe - Skoolhoofleierskapstyl deur die lens van die kultuurhistoriese aktiwiteitsteorie (KHAT) / The cultural-historical activity theory (CHAT) as a lens to study school principal leadership styles

Volume 57 Number 3
  • ISSN : 0041-4751
USD

 

Abstract

The Cultural-Historical Activity Theory (CHAT) as a lens to study school principal leadership styles

Followers’ perceptions are the best evaluation of leadership styles. How followers observe a leadership style may differ from how the leader sees it. In order to understand the entire reality, one should accept and respect the different perspectives and its contribution towards the understanding of a phenomenon. The purpose of any educational institution is to provide successful teaching and learning to all learners. However, one of the main problems contributing towards poor results could be the leadership style of principals. Individuals have a particular perception of a leader they are about to meet, and they expect that leader to act according to those perceptions. Implicit leadership might guide a person to understand and interpret the credibility of such leadership behaviour.

Die vraag word dikwels gevra of leierskapstyle ingebou of ingebore is en dus nie kan verander nie. Is ʼn leierskapstyl vloeibaar en bepaal die konteks watter styl gevolg moet word? Die beste manier om leierskapstyle te evalueer is deur middel van volgelinge se persepsies. Volgelinge se waarneming van ʼn leierskapstyl kan egter van ʼn leier se siening verskil. Ten einde ʼn geheelbeeld daaroor te kry moet ʼn mens die bydrae van verskeie perspektiewe aanvaar en respekteer.

Hierdie studie fokus op die volgende vraag: Tot watter mate verskil skoolhoofde en onderwysers se waarnemings ten opsigte van leierskapstyle in onderpresterende skole? Skoolhoofleierskapstyl word deur die kultuurhistoriese aktiwiteitsteorie bekyk. Kwantitatiewe navorsing is in KwaZulu-Natal gedoen, waar die Multifactor Leadership Questionnaire onder die skoolhoofde en personeel van 72 skole versprei en 56 daarvan terugontvang is. Data is met behulp van verskeie statistiese tegnieke ontleed en geïnterpreteer. Volgens die resultate kan daar wel ʼn redelike onderskeid tussen die transformerende, transaksionele en passiefvermydende skoolhoofleierskapstyle getref word, selfs in wan- of swakpresterende skole wat nie oor al die nodige hulpmiddels beskik nie. Verder is aangetoon dat onderwysers se waarnemings in ag geneem moet word wanneer skoolhoofde ʼn geskikte leierskapstyl kies. Skoolhoofde moet leierskapstyle egter nie rigied toepas nie, maar moet eerder verskeie konfigurasies kombineer ten einde die uitdagings van die bestuur van hul onderskeie skole doeltreffend aan te durf.

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/content/journal/10520/EJC-a4ebbae66
2017-09-01
2019-04-26

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