Exploring the practices of school principals in Servant Leadership
| dc.contributor.advisor | Makhasane, S. D. | en_ZA |
| dc.contributor.author | Khoarane, Khoarane Jeremiah | en_ZA |
| dc.date.accessioned | 2024-06-11T10:25:34Z | |
| dc.date.available | 2024-06-11T10:25:34Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Education))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | The most crucial issue in school leadership today is the effectiveness of leadership. The school principal is expected to portray acceptable values and facilitate excellent performance. How can school principals ensure quality production in leading the school, professionalism, accepted work ethics, and still remain at the cutting edge of 21 century, that is faced with 4th industrial revolution on leadership, is one of the most critical questions to be raised? This study aimed to explore school principals’ practices of servant leadership in schools. School principals, as leaders, came out of educational institutions where they were trained as school principals and leaders. The expectation therefore, is that they will have abilities in leading and have influence over followers. The practices are observed by those who are led by the school principal. Principals engage in those practices to influence those around them. Today, schools have all sorts of ill-leadership, and school principals need to stand firm as agents of change to better the situation. School principals should be effective in practising servant leadership in schools as away of combating the challenges they face. Effectiveness is what needed for school leadership to achieve success is. It is suggested that servant leadership has qualities that could help in enhancing effectiveness of school leadership. By practicing servant leadership school principal are able to influence and impact school leadership. The study engaged servant leadership and Cultural Historical Activity Theory (CHAT) as theoretical frameworks. Servant leadership was used to interpret the practices of the school principals, while CHAT was used to identify and explain the findings in terms of culture and context. The study employed case study methodology to achieve its purpose. Two schools were chosen; both owned by the public and found in the rural area of Maseru. The study engaged focus groups, interviews and observation as a means of generating data. There were two focus groups, one from each school. There were 8 members in each focus group. The interview was done with school principals of the two schools. The findings revealed that school principals practised servant leadership. One core business of servant leadership is to serve. In practising servant leadership, findings indicated that school principals served internal and external stakeholders. The internalstakeholders included teachers and learners. Teachers were served by increasing their morale, empowering them, and promoting peace and stability in school. Learners were served by enhancing their morale and motivation. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12559 | |
| 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 | Cultural Historical Activity Theory (CHAT) | en_ZA |
| dc.subject | leadership | en_ZA |
| dc.subject | school principal | en_ZA |
| dc.subject | school stakeholders | en_ZA |
| dc.subject | servant leadership | en_ZA |
| dc.subject | serving | en_ZA |
| dc.title | Exploring the practices of school principals in Servant Leadership | en_ZA |
| dc.type | Thesis |