Abstract
M.Ed. (Management and Leadership)
After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system.
A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context.
The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation.
While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.