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The leadership practices of non-traditional school principals
Thesis (DEd)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867614036251639808 |
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| access_status_str | Open Access |
| author | Alston, Penelope Jane |
| author2 | Jansen, Jonathan |
| author_browse | Alston, Penelope Jane Jansen, Jonathan |
| author_facet | Jansen, Jonathan Alston, Penelope Jane |
| author_sort | Alston, Penelope Jane |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (DEd)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/125966 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:38.927Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/125966 The leadership practices of non-traditional school principals Alston, Penelope Jane Jansen, Jonathan Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Educational leadership School principals Career development UCTD Thesis (DEd)--Stellenbosch University, 2022. ENGLISH ABSTRACT: The issue that this study addresses is the silence in current scholarship dealing with nontraditional aspects of principal leadership. There seems to be a scarcity of empirical evidence which emphasises the human dimensions of principalship that validate the demanding, messy hour-to-hour and day-to-day work and the practices, skills, and experience that non-traditional leadership requires. To address this problem, the purpose of this study will be to explore school leadership in which human issues of frailty, emotion, and spirituality matter in the character and conduct of principal leaders. In the collection of data, I required a sample of school leaders who could offer rich descriptions relevant to the study and had enough trust in the researcher and the confidentiality of the process to participate openly and authentically. For these reasons, I used reputational sampling. The participants were interviewed to explore their recognised role as non-traditional leaders in their school community: school leaders who do things differently, and who stand out from other school leaders. The interviews were transcribed and analysed. The data led to the following seven themes, namely: Similar experiences of spirituality; The effect of universal beliefs; A sense of connectedness; The visible presence of humanness and care; Vulnerability as the transformative key to building trust; and The human capacity for nearness leadership; and Towards nearness leadership as a new identity. These themes are useful for understanding leadership through an alternative, new lens that challenges the unspoken understanding of the relationship between principal leaders and their school community. Moreover, it increases the probability that school leadership has a greater impact on organisational change when leadership practice is purposefully near. This study provides a conceptual nearness framework for innovative ways of practising and thinking about leadership. I propose that this research requires careful and ongoing attention to questions of nearness in schools where principal leaders create an environment in which all stakeholders flourish. The answer to the research questions does not end but offers new circumstances to explore the question of nearness leadership. AFRIKAANSE OPSOMMING: Hierdie studie vind ‘n leemte in die bestaande literatuur aangaande non-tradisionele aspekte van skoolhoofleierskap. Hierdie leemte geld vir besprekings en empiriese bewys oor die menslike dimensies van skoolhoofskap. Die huidige literatuur swyg oor die veeleisende, oenskynlik wanordelike daaglikse, en uurlikse uitdagings, asook die ervarings, vaardighede, en praktiese kundigheid wat nie-tradisionele leierskap vereis. Die doel van hierdie studie was om ondersoek in te stel oor hoe skoolleierskap en die menslike uitdagings soos broosheid, emosie en spiritualiteit, die karakter en gedrag van skoolhoofde beinvloed. Data-insameling het vereis dat ‘n datastel ryk beskrywings relevant tot die studie kon lewer. Die studiedeelnemers moes my vertrou om data vertroulik te hou sodat hulle openlik en met gemak kon deel. Daarom het ek steekproefneming deur verwysing gebruik. Die deelnemers het in vertroulike onderhoude selfondersoekend oor hul eie rol as nie-tradisionele skoolhoofleiers gepraat; skoolhoofde wat dinge anders doen; en wat in die skoolhoofgemeenskap prominent vertoon in hul eie rol as leier. Na ek die data getranskribeer en geanaliseer het, het die volgende sewe temas te voorskyn gekom: soortgelyke ervarings oor spiritualiteit, die effek van universele geloof, ‘n sin van gebondenheid, die sigbare teenwoordigheid van menslikheid en sorgsaamheid, kwesbaarheid as die sleutel van transformasie om vertroue te win, die menslike kapasiteit vir nabyheidsleierskap, en nabyheidsleierskap as ‘n nuwe identiteit. Hierdie temas kan dien om leierskap te verstaan deur ‘n nuwe en alternatiewe lens – ‘n lens wat die huidige begrip van die verhouding tussen skoolhoofleiers en die skoolgemeenskap bevraagteken. Bowenal, wanneer leiers bewustelik nabyheidsleierskap beoefen, baan dit die weg vir skoolleierskap om ‘n groter indruk op organisasieverandering te maak. Hierdie studie voorsien ‘n konseptuele invalshoek van nabyheidsleierskap in skole. Die grondleggende epistemologie dui ook daarop dat ‘n kwantitatiewe studie die volgende navorsingstap kan wees. Doctoral 2022-11-19T23:09:15Z 2023-01-16T12:43:26Z 2022-11-19T23:09:15Z 2023-01-16T12:43:26Z 2022-12 Thesis http://hdl.handle.net/10019.1/125966 en_ZA Stellenbosch University xiii, 374 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational leadership School principals Career development UCTD Alston, Penelope Jane The leadership practices of non-traditional school principals |
| title | The leadership practices of non-traditional school principals |
| title_full | The leadership practices of non-traditional school principals |
| title_fullStr | The leadership practices of non-traditional school principals |
| title_full_unstemmed | The leadership practices of non-traditional school principals |
| title_short | The leadership practices of non-traditional school principals |
| title_sort | leadership practices of non traditional school principals |
| topic | Educational leadership School principals Career development UCTD |
| url | http://hdl.handle.net/10019.1/125966 |
| work_keys_str_mv | AT alstonpenelopejane theleadershippracticesofnontraditionalschoolprincipals AT alstonpenelopejane leadershippracticesofnontraditionalschoolprincipals |