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ERIC Number: EJ1136348
Record Type: Journal
Publication Date: 2012-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0256-0100
Changing Perceptions of Teachers Regarding the Importance and Competence of Their Principals as Leaders
Grobler, Bernardus; Bisschoff, Thomas; Beeka, Amrat
South African Journal of Education, v32 n1 p40-55 Feb 2012
We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holistic leadership.The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa