Examining the influence of principal’s leadership approaches on the school climate
| dc.contributor.advisor | Plaatjies, B. O. | en_ZA |
| dc.contributor.author | Mentz, Marné | en_ZA |
| dc.date.accessioned | 2024-06-19T13:53:37Z | |
| dc.date.available | 2024-06-19T13:53:37Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | The school's climate plays a crucial role in achieving its goals, ensuring quality teaching and learning, and job satisfaction. As a leader and manager of the school, the principal has many responsibilities, including the constant improvement of the school's climate. Therefore, this study aims to examine how the principals’ leadership approaches influence the school's climate. This study was conducted at four primary schools in the Mangaung district of the Free State Department of Education. It was qualitative research that utilised a phenomenological research design, and the interpretivist paradigm was used as a philosophical lens. The participants included the four principals, deputy principals, departmental heads, and 12 educators from each school, all of whom were purposefully selected. The principals were interviewed individually, while open-ended questionnaires were distributed to the deputy principals, departmental heads and educators. The data were supported by observations and field notes. The study found that the school climate is greatly influenced by the leadership style of the principal. The data also showed that certain leadership approaches such as the democratic, transformative, charismatic, invitational, and servant leadership approaches are creating a conducive climate. Leadership approaches such as the autocratic leadership approach and authoritarian leadership negatively influenced the climate. The study revealed that effective leadership, characterised by clear communication, collaborative decision-making, support, and trust, plays a crucial role. The study highlighted the value of the physical environment in establishing a conducive climate. Based on the findings, it is recommended also that the school principal should set clear guidelines and expectations, maintain good relationships, delegate tasks effectively, and have clearly defined goals and expectations. The principal should also create a welcoming, appealing physical environment focusing on the entire playground, buildings, and classrooms. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12627 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Leadership approaches | en_ZA |
| dc.subject | school climate | en_ZA |
| dc.subject | principals | en_ZA |
| dc.subject | physical environment | en_ZA |
| dc.title | Examining the influence of principal’s leadership approaches on the school climate | en_ZA |
| dc.type | Dissertation |