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Leadership styles employed at Zambia's colleges of education

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dc.contributor.advisor Nyoni, Jabulani Simango, Benson 2016-08-22T08:28:02Z 2016-08-22T08:28:02Z 2016-02
dc.identifier.citation Simango, Benson (2016) Leadership styles employed at Zambia's colleges of education, University of South Africa, Pretoria, <> en
dc.description.abstract This study is a collective case study grounded in the literature regarding leadership styles and leadership theories. It includes among others, an analysis of data from interviews of college Principals and middle Managers to identify the leadership styles at the three colleges of education. The purpose of the study was to analyse the leadership styles of college Principals and middle Managers operating in dual-mode environments. The colleges that were being studied are the Copperbelt College of Education; Mufulira College of Education and Malcom Moffat College of Education. There were sixteen (16) participants in this study drawn from three colleges. The researcher collected data using semi-structured individual and focused group interviews. In addition, policy documents such as ‗Open and Distance Learning Policy (draft) and National Policy on Education were analysed. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. The evidence from the literature review indicates that there is no single leadership style that may provide answers to all situations in institutions of higher education; rather, a blend of the leadership styles would be beneficial to college Principals. The research further revealed that, managing dual-mode colleges of education entails that Principals require tailor-made programmes in management and leadership of dual-mode institutions for them to improve quality of their products and enhance tenets of transparency, democracy and good governance in colleges of education in Zambia. They also must be excellent communicators and ensure understanding by students, employees, peers, and the many stakeholders involved in dual-mode colleges of education. The study was important as it hoped to shed some light on how to improve quality of leadership in dual-mode colleges of education in Zambia. The study will contribute scientific knowledge to all categories of Higher Education (HE) institutions especially colleges of education, be they face-to-face or distance mode, that are contemplating a move into dual-mode delivery. Finally, Information garnered from this study is expected to allow Principals and other middle Managers and administrators to evaluate their leadership styles in comparison to the effective styles revealed by this study. en
dc.format.extent 1 online resource (xiii, 208, 2 unnumbered leaves) : color illustrations en
dc.language.iso en en
dc.subject Conventional institution en
dc.subject Policy harmonisation en
dc.subject Leadership theories en
dc.subject Dual mode institution en
dc.subject Grant-aided institution en
dc.subject Open and distance learning en
dc.subject Transactional leadership en
dc.subject Situational leadership en
dc.subject Transformational leadership en
dc.subject Democratic leadership en
dc.subject Leadership style en
dc.subject Mixed mode en
dc.subject Single mode en
dc.subject.ddc 378.101096894
dc.subject.lcsh Educational leadership -- Zambia -- Case studies en
dc.subject.lcsh Teachers colleges -- Zambia -- Administration -- Case studies en
dc.subject.lcsh Universities and colleges -- Zambia -- Administration -- Case studies en
dc.title Leadership styles employed at Zambia's colleges of education en
dc.type Thesis en
dc.description.department Educational Leadership and Management en D. Ed. (Education Management)

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