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Transformational Leadership : ensuring quality education in deprived school contexts
Thesis (PhD)--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613547750490112 |
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| access_status_str | Open Access |
| author2 | Marishane, R.N. (Nylon) |
| author_browse | Marishane, R.N. (Nylon) |
| author_facet | Marishane, R.N. (Nylon) |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/86094 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:53.400Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/86094 Transformational Leadership : ensuring quality education in deprived school contexts Marishane, R.N. (Nylon) ramatsui.consult@gmail.com Sing, Nevensha Ramatsui, Marilyn Oria Transformational leadership Leadership Quality Education Deprived contexts Learner Issues Principal Issues UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2022. Schools in deprived contexts experience unique and serious challenges compared to other schools. This study examines how transformational leadership can ensure quality education in deprived contexts. Challenges associated with deprivation can negatively affect teaching and learning in the classroom, directly impacting on the provision of quality education. Therefore, this study argues that the leadership style employed in these contexts should be transformational to ensure quality education that may improve both the school and the community. Quality education is goal no. 4 of the Sustainable Development Goals (SDG) of the United Nations; this goal should be ensured for all learners, regardless of socio-economic status. Transformational leadership becomes imperative in deprived contexts to ensure that learners are not denied access to quality education. A qualitative study was employed utilising the case study design. A purposive sampling method was used to collect data from 15 participants in five schools in the Tshwane North District of Gauteng. The participants were school principals, deputy principals, HODs and learners. The participants in their various schools described their leadership which was then compared to the transformational leadership theory. The link associates the study to the theory that indicated how transformational the participants’ leadership style was and how transformative their role in the entire school context was perceived. The study's findings have revealed that some participants employ various aspects of transformational leadership even though they do not label them as such. Autocratic and democratic leadership styles were more readily mentioned and seemed to be the familiar leadership styles applied in practice. Many participants could deduce the meaning of transformational leadership based on prior knowledge of the term ‘transformation’. The study recommends training in transformational leadership for schools to ensure quality education in deprived contexts. It also recommends that the Department of Basic Education provide more psychological and social support to learners in deprived areas to promote quality education. Understanding the experiences and challenges of school principals and their leadership teams in deprived contexts, may contribute to the knowledge needed by policymakers and district officials to provide the necessary support strategies to better support schools' leadership to improve the quality of teaching and learning. bs2026 Education Management and Policy Studies PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-17: Partnerships for the goals 2022-07-11T13:44:57Z 2022-07-11T13:44:57Z 2022-09 2022 Thesis * S2022 https://repository.up.ac.za/handle/2263/86094 https://doi.org/10.25403/UPresearchdata.20205677 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Transformational leadership Leadership Quality Education Deprived contexts Learner Issues Principal Issues UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 Transformational Leadership : ensuring quality education in deprived school contexts |
| title | Transformational Leadership : ensuring quality education in deprived school contexts |
| title_full | Transformational Leadership : ensuring quality education in deprived school contexts |
| title_fullStr | Transformational Leadership : ensuring quality education in deprived school contexts |
| title_full_unstemmed | Transformational Leadership : ensuring quality education in deprived school contexts |
| title_short | Transformational Leadership : ensuring quality education in deprived school contexts |
| title_sort | transformational leadership ensuring quality education in deprived school contexts |
| topic | Transformational leadership Leadership Quality Education Deprived contexts Learner Issues Principal Issues UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 |
| url | https://repository.up.ac.za/handle/2263/86094 https://doi.org/10.25403/UPresearchdata.20205677 |