Abstract
D.Ed. (Psychology)
To adhere to present day demands, leadership in the primary as well as in the secondary schools requires a specific form of education and training to enable our youth to cope with these requirements. Educational authorities - especially school authorities- are therefore compelled to address the matter of training, identification and utilization of leaders in a different way. Leadership development should also therefore be part of the educational programme and not an accessory or fractional component thereof.
Leaders should undergo training in such a way that leadership potential can be nurtured and exploited to the utmost. These goals could in particular be achieved if the theories in regard to systems, as well as specific approaches in regard to
teaching and learning, are taken into account.
For the above mentioned reasons this research was centred around the construction of a model for leadership development in the primary school. The specific aim of the model is to ensure that as many pupils as possible - if not all - will be involved in a long term leadership training programme. The reward for such a venture in the short term is directly linked to what a schools benefits can be in a number of ways ranging from assista?ce of teachers to the enhancement of the school's managerial structure. In the long term, of course, the ultimate benefit lies in the fact that our future leaders
are secured on all levels of society.
A theory generational approach was used in the design and description of the model for leadership development in the primary school. The methodology of Chinn & Jacobs (1987) was combined with that of Dickoff, James & Wiedenbach (1968) as well as that of Mouton & Marais (1992) in this process. The following steps were included in this combined approach
a) The identification, definition and classification of concepts central to the model. Concepts were identified
by utilizing two different methods a literature survey of the systems theory
- a dictionary and literature survey of the concepts concerned ;
The definition of concepts proceeded according to Wandelt's three-step method (In: Wandelt & Stewart, 1975), after which concepts were classified by means of the survey list of Dickoff, James & Wiedenbach (1968)
b) The identification of the assumptions upon which the model is based
c) The clarification of the aim and parameters of the model
d) The formulation of relationship statements between concepts
e) A description of the structure and processes inherent to
the model.
The description of the structure and process of the model was followed by an evaluation of the model by experts in their field. That was followed by the formulation of certain
guidelines and conclusions concerning the model as well as the indication of specific shortcomings or limitations of the research. The research was concluded with recommendations
referring to various aspects in connection with the field of study.
'The result of the study is a model for developing leadership in the primary school by involving all the pupils in the school on a continuous basis within the existing academic
programme. It is possible to achieve the goals that have been set in the model, especially if all the teachers who are involved in the programme are well informed and motivated in regard to the ~rocess of leadership development within the framework of this model.