Abstract
M.Ed.
Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are:
Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05.
The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.