Abstract
M.Ed.
The main purpose of this study is to examine the participative, the collegial, the permissive, and the directive leadership styles of school principals in the three selected secondary schools in the Northern Province. The discussion in this chapter centres around sharing the findings and recommendations about the articulated leadership styles. Findings and recommendations were shared under the guidance of Interpretivism which is the theoretical perspective undergirding this study. For instance, Interpretivism accentuates the point that to understand and explain why a particular leadership style is used in a specific school, the investigator needs to comprehend the way of life in that society and the ways of doing things in that school. Furthermore, Interpretivism reminds the researcher to learn the purposes of the individual actors and the social meanings that they share with others (Feinberg Sz. Soltis, 1985:102). Remarking about the significance of taking into cognizance the context in which a leadership style is practised, Grobler (1993:5) contends that there are no motivation strategies, organization structures, decision- making patterns, communication techniques, change approaches or leadership styles that will fit all situations. In support of the expressed assertion Jablonski (1994:43) notes that an effective leadership style creates a positive school climate, communication channels and feedback.