- Title
- An assessment of the effects of leadership on performance : the case of selected schools in Mthatha district in the Eastern Cape
- Creator
- Ngunge, Lindiwe Esther
- Subject
- School management and organization Educational leadership
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Masters
- Type
- MPA
- Identifier
- http://hdl.handle.net/10353/14082
- Identifier
- vital:39803
- Description
- The research investigated the impact of leadership on performance in the case of selected schools in Mthatha district in the Eastern Cape. The research used a mixed method methodology combining qualitative and quantitative methods. The sample size was N=60 using purposive sampling. The dependant variable in the research was the school performance and the independent variable is the good leadership. The questionnaire was analysed quantitatively from a total key respondent of 45 leaders in the different schools.15 school educational leaders were interviewed and analysed qualitatively using thematic analysis. Research findings indicated that there is still male domination in school leadership positions over females. The leadership composition is 53percent males and 47percent females in Eastern Cape. School leadership positions are, in general, held by long serving members who are former teachers with a higher degree of seniority than the young school leaders. This is typical of traditional Xhosa societies dominated by elders in decision making. 73percent of the responses show a democratic leadership style when investigating how school leaders manage schools. The second most common leadership style is situational at 66percent, and the least prevalent management style is autocratic, which includes less than 10percent of the respondents. 60percent of the schools are performing and 40percent are underperforming, but overall there is good leadership in schools despite very poor results evidenced in the past 5 years. The research shows a strong correlation between the schools that had good performance and those that had good leadership in which the dominant leadership style was 'bureaucratic' and 'situational'. The schools that had poor results that were underperforming also showed trends of poor leadership.
- Format
- 86 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management and Commerce
- Language
- English
- Rights
- University of Fort Hare
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