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Education leadership learning : the experiences and perceptions of MEder's degree students
Thesis (PhD)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2016
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| _version_ | 1867613586404147200 |
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| access_status_str | Open Access |
| author2 | Joubert, Hendrika J. (Rika) |
| author_browse | Joubert, Hendrika J. (Rika) |
| author_facet | Joubert, Hendrika J. (Rika) |
| collection | Thesis |
| description | Thesis (PhD)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/52981 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:29.922Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/52981 Education leadership learning : the experiences and perceptions of MEder's degree students Joubert, Hendrika J. (Rika) eric.eberlein@up.ac.za Eberlein, Eric UCTD Educational leadership Higher education Learning experiences Student perceptions MEd students Education theses SDG-04 SDG-04: Quality education Education theses SDG-05 SDG-05: Gender equality Education theses SDG-10 SDG-10: Reduced inequalities Education theses SDG-16 SDG-16: Peace, justice and strong institutions Thesis (PhD)--University of Pretoria, 2015. Research indicates that postgraduate education leadership learning programmes do not make the kind of contribution to leadership practice that is required to make significant improvements to education. This study investigated and described the experiences and perceptions of master?s students of their own education leadership learning while enrolled in master?s degree programme in education leadership. This instrumental case study adopted a qualitative approach from within an interpretivist-constructivist research paradigm, and was underpinned by the tenants of Engeström?s Activity Theory. The study found that although students reported a measure of transfer between theory and practice, both the content and instructional strategies of the programme that served as the activity system for the study failed to recognise the varying levels of leadership pre-knowledge and experience and the diversity of education leadership contexts within which students function.The study contributes to the body of knowledge of education leadership learning firstly by defining and describing the relationship between student pre-knowledge, experience and context and the application of the tenants of theories of learning such as andragogy during the development of education leadership learning programmes, secondly by identifying and describing the emergence of a secondary or incidental curriculum related to the students? exposure to and practice in the use of information communication technologies and thirdly by identifying and describing a number of challenges inherent in the use of a traditional master?s degree for the professional development of education leaders. In its recommendations, the study supports the implementation of a professional master?s degree programme and proposes a new model for the effective contextualisation of education leadership learning based on a case study and problem-solving approach to teaching and learning together with extensive use of the inverted or flipped classroom in order to facilitate education leadership learning that not only stems from within the diverse contexts within which the master?s students live and lead, but also is directed towards the contextualised leadership learning that these students require in order to be and become more effective education leaders within not only their own unique school and leadership context, but within the South African education system as a whole. dzm2025 Education Management and Policy Studies PhD SDG-04: Quality education SDG-05: Gender equality 2016-06-09T12:55:31Z 2016-06-09T12:55:31Z 2016-04-12 2015 Thesis Eberlein, E 2015, Education leadership learning : the experiences and perceptions of MEder's degree students, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/52981> A2016 http://hdl.handle.net/2263/52981 en application/pdf University of Pretoria |
| spellingShingle | UCTD Educational leadership Higher education Learning experiences Student perceptions MEd students Education theses SDG-04 SDG-04: Quality education Education theses SDG-05 SDG-05: Gender equality Education theses SDG-10 SDG-10: Reduced inequalities Education theses SDG-16 SDG-16: Peace, justice and strong institutions Education leadership learning : the experiences and perceptions of MEder's degree students |
| title | Education leadership learning : the experiences and perceptions of MEder's degree students |
| title_full | Education leadership learning : the experiences and perceptions of MEder's degree students |
| title_fullStr | Education leadership learning : the experiences and perceptions of MEder's degree students |
| title_full_unstemmed | Education leadership learning : the experiences and perceptions of MEder's degree students |
| title_short | Education leadership learning : the experiences and perceptions of MEder's degree students |
| title_sort | education leadership learning the experiences and perceptions of meder s degree students |
| topic | UCTD Educational leadership Higher education Learning experiences Student perceptions MEd students Education theses SDG-04 SDG-04: Quality education Education theses SDG-05 SDG-05: Gender equality Education theses SDG-10 SDG-10: Reduced inequalities Education theses SDG-16 SDG-16: Peace, justice and strong institutions |
| url | http://hdl.handle.net/2263/52981 |