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A Grounded Theory Perspective on Leadership in Multicultural Schools

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dc.contributor.author du Plessis, EC (Elize)
dc.contributor.author Marais, P (Petro)
dc.date.accessioned 2017-08-14T14:23:51Z
dc.date.available 2017-08-14T14:23:51Z
dc.date.issued 2017-08
dc.identifier.citation JOURNAL OF ASIAN AND AFRICAN STUDIES Volume 52 Number 5 (722-737) August 2017 en
dc.identifier.issn 0021-9096
dc.identifier.uri http://hdl.handle.net/10500/23008
dc.description.abstract The methodology of grounded theory has great potential to contribute to our understanding of leadership within particular substantive contexts. Leadership is a global phenomenon, but appears to have a variety of attributes and seems to elude clear definition. In this research we argue that such variation is contextually derived. Leadership is not only a socially influenced process but also a relation-influenced process that occurs within a social system. The focus in this paper is on the challenges facing leaders engaged in multicultural education. In general, grounded theorists seek to develop theory inductively from systematically gathered and analysed data. An integrative picture or story is developed from this process. In the present instance we explore how conducting grounded theory research according to a qualitative approach accentuates the need to understand and explain contextualised leadership. We conclude by suggesting how leaders might overcome challenges in multicultural education. en
dc.language.iso en en
dc.publisher JOURNAL OF ASIAN AND AFRICAN STUDIES en
dc.subject Community, grounded theory, leadership, multicultural education, social system, moral values en
dc.title A Grounded Theory Perspective on Leadership in Multicultural Schools en
dc.type Article en


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