- Title
- Personal mastery as an aspect of leadership : implication for the management of teacher competence
- Creator
- Govender, Premapragasan
- Subject
- Teachers -- Rating of, Teachers -- Training of -- South Africa -- Evaluation, Competency based education -- South Africa, Leadership -- Evaluation, School management and organization -- South Africa
- Date
- 2012-09-12
- Type
- Mini-Dissertation
- Identifier
- uj:10266
- Identifier
- http://hdl.handle.net/10210/7636
- Description
- M.Ed., Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
- Contributor
- Dr. B.R. Grobler
- Full Text
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