Abstract
M.Ed.
The general aim of this research was to investigate the implications of
transformational leadership in Vuwani area for the effective running of schools. The
research was prompted by the awareness that many leaders and educators are
unable to change. Change causes anxiety, threats, conflicts and broken interpersonal
communications in many schools. These problems pose enormous challenges to
leaders, especially during this time of transformation.
Chapter one of this research focused on the background and orientation of
transformational leadership. The rationale for conducting this research was also
highlighted in this chapter. The research methodology for the investigation was
explicated in chapter three.
A review of the research literature presented in (chapter two) revealed that
transformational leadership enables leadership to initiate and effect meaningful
change in schools. Transformational leaders are change agents. They are able to
steer, promote, facilitate and plan change effectively although inconceivable
problems may deter their plans for change. These leaders are pro-active and
constantly reflect on school practices and the external environment in order to be
able to anticipate the unexpected.
A qualitative research method was employed to investigate the implications of
transformational leadership in township schools. The constant comparative method
was used to analyse data collected from the focus group interview. The focus group
consisted of school management team members and educators from one school
attached to the Vuwani area in Vhembe District of the Limpopo Province. The results
revealed that leaders in most schools are not coping well with transformation.
However, the general feeling was that change is pervasive and is full of complexities.
To survive in the changing world is to learn the skills of transformation.
The recommendations of this study were that the Department of Education in
Limpopo Province should put in place intervention strategies to assist principals in becoming transformational leaders. These strategies include workshops, self evaluation
and constant monitoring of processes in the school. Further more, the
researcher recommend that principals should be aware that they are agents to
initiate change. Thus, they are either driving forces or inhibiting forces for the
success of their schools. It is incumbent upon them to ensure that they expand their
personal capacity to achieve their goals and those of individuals within their schools.