competence of their principals as leaders

Bernardus Grobler，Thomas Bisschoff

Abstract：We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holistic leadership. The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.

Keywords: educational change; head teachers; leadership; school principals

总结：我们研究的重要性在于校长作为领导者之前和全面领导的干预方案后的表现。这项研究是定量和语境中的塞康达区姆普马兰加省在南非。该方法遵循了文献研究。并在前后测试实验型形式的实证调查设计。以结构式问卷，对400名教师在40个随机选定学校分为两组。提供了一组20主体有关于整体领导层面的干预方案。其他组的20主体不暴露到介入程序。学校老师的看法是使用预测试后的设计探讨。干预方案和传记变量担任独立变量。而全面的领导的七大因素形成因变量。

来源：South African Journal of Education