The relationship between organisational leadership and job satisfaction of three generational age groups in a school context
- Haasbroek, Juan Gert Diedericks
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
- Full Text:
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
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A critical investigation of leadership in a Technical, Vocational Education and Training college in the Eastern Cape
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
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Investigating how teacher leadership can be developed among teachers in a rural school Namibia
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
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