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The impact of distributed leadership practices on the functioning of primary schools in Johannesburg South

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dc.contributor.advisor Lekhetho, Mapheleba
dc.contributor.author Singh, Sharita
dc.date.accessioned 2015-06-24T11:55:03Z
dc.date.available 2015-06-24T11:55:03Z
dc.date.issued 2014-10
dc.identifier.citation Singh, Sharita (2014) The impact of distributed leadership practices on the functioning of primary schools in Johannesburg South, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18740> en
dc.identifier.uri http://hdl.handle.net/10500/18740
dc.description.abstract In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. en
dc.format.extent 1 online resource (176 leaves) : color illustrations
dc.language.iso en en
dc.subject Capacity building en
dc.subject Extra mural programme en
dc.subject Learners en
dc.subject Mentoring en
dc.subject Primary school en
dc.subject School effectiveness en
dc.subject School improvement en
dc.subject School management team (SMT) en
dc.subject Quintile en
dc.subject.ddc 372.120110968221
dc.subject.lcsh Educational leadership -- South Africa -- Johannesburg en
dc.subject.lcsh Elementary school administration -- South Africa -- Johannesburg en
dc.subject.lcsh School improvement programs -- South Africa -- Johannesburg en
dc.subject.lcsh School management teams -- South Africa -- Johannesburg en
dc.subject.lcsh Mentoring in education -- South Africa -- Johannesburg en
dc.title The impact of distributed leadership practices on the functioning of primary schools in Johannesburg South en
dc.type Dissertation en
dc.description.department Educational Leadership and Management en
dc.description.degree M. Ed. (Education Management)


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