Abstract
Abstract : This study investigated the leadership role of peer educators who participated in the Gauteng Department of Education’s Peer Education Programme in secondary schools. The study was framed within an interpretivist paradigm. A generic qualitative approach was employed to investigate the experiences of peer educators during their participation in the GDE’s PEP. The sample comprised 10 learners across 5 school districts who were currently serving as peer educators. Data was collected by means of semi-structured interviews. After data collection, a thematic content analysis ensued. Findings revealed that in enacting leadership, peer educators displayed values of solidarity and humaneness espousing the notion of Ubuntu. Furthermore, peer educators advocate for change by addressing issues of human rights for learners promoting non-discrimination. Various leadership attributes were demonstrated by peer educators such as the ability to influence their peers and role modelling. Using a transformational leadership lens it became evident that peer educators play a transformational leadership role which was demonstrated in their execution of individualised influence, intellectual stimulation, inspirational motivation and individualised consideration when engaging with their peers. It was found that in undertaking a peer educator role the peer educators developed greater confidence and improved decision-making and communication skills thus strengthened their own leadership traits. However, peer educators encounter a myriad of challenges and are in need of greater support from stakeholders such as district officials, parents, school management and learners. Some peer educators lacked the necessary skills such as conflict management and working with confrontational learners. Notably, peer educators encountered peer resistance in a school environment where drug-usage was rampant and the safety of the peer educators was compromised. It is recommended that the Department of Basic Education provides structures for peer educator programmes, which involve all stakeholders in the programme. Furthermore, peer educators ought to receive the necessary social support. To improve trusting relationships between peer educators and their peers, it is suggested that a two-year age gap be considered. The training of peer educators can be improved and a standard peer educator training manual needs v to be developed. It is further advised that the term ‘peer educator’ is revised in favour of ‘peer leader’ which is deemed more appropriate for the role that peer educators play.
M.Ed. (Educational Leadership and Management)