Principals' vision of excellence as an aspect of strategic leadership
- Authors: Van Zyl, Maria Theodora Jacoba
- Date: 2012-08-20
- Subjects: School principals. , Leadership. , School management and organization.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/381750 , uj:2832 , http://hdl.handle.net/10210/6268
- Description: M.Ed. , No job in schools is undergoing greater change than that of the principal. Increasingly research shows that educational leadership is a critical determinant of educational quality (Dekker and Lemmer, 1993:361). A major goal of restructuring the vision of excellence for an organisation is to enlist broader participation in school decision-making and operation. The decentralisation of authority within schools permits expanded roles for educators and all stakeholders in the processes of handling governance issues and planning a school's vision. As a holistic leader the principal should lead and guide his/her subordinates. Even the most effective leaders cannot succeed on their own. They need the support of all the team members. Leadership is not management. Management is to do things right, while leadership is to do the right things. Holistic leadership on the other hand includes components such as a professionally inviting culture, effective communication, ethical foundation, a vision of excellence, empowering followers, personal mastery, collaboration and open-handedness. A "SWOT"-analysis will determine the internal strengths and weaknesses of the school and point out the external opportunities and threats from the society or environment. Strategic choices should be identified to determine short, middle, and longterm influences on the school. The key issues of the vision will guide principals to the implementation process, where everybody should be involved to make changes or to replan. After implementation, controlling and supporting, teams should get feedback and be supported with financial resources. The influence of politics, the economy, society and technology should be taken into consideration to ensure that the values, beliefs, policies, culture and philosophy of the school will lead to a vision of excellence. This neverending process ensure that the vision, mission and goals will lead to real achievement. The vision of excellence will be the desired outcome and result of the shared vision and change. Without a vision the purpose and processes of any organisation or school are all useless.
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The importance of effective strategic leadership in organisations
- Authors: Van Eeden, Cornelia Maria
- Date: 2012-08-13
- Subjects: Leadership. , Human capital. , Corporate culture , Strategic planning. , Business ethics. , Corporate governance.
- Type: Mini-Dissertation
- Identifier: uj:9128 , http://hdl.handle.net/10210/5584
- Description: M.Comm. , This research is intended to describe the elements that underline and compromise strategic leadership. Having strategic leaders with substantive expertise in the firm's core functions and businesses is important to the effectiveness of a management team. A heterogenic management team is associated positively with innovation and strategic change and may force them to "think outside of the box" (Hitt et al.,2001:493). Key elements of strategic leadership is used to identify weaknesses and strengths within the organisation and explored. The type of effective strategic leadership that results in the successful implementation of strategies is exemplified by developing human capital through training to establish a strategic direction, fostering an effective culture, exploiting core competencies, using effective organisational control systems and establish ethical practices (Hitt et al., 2001: 509).
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Die potensiële bydrae van persoonlike leierskap tot die emosionele leierskap van die adolessent
- Authors: Marais, Laura Jane.
- Date: 2012-08-16
- Subjects: Emotions in adolescence. , Leadership. , Emotions.
- Type: Mini-Dissertation
- Identifier: uj:2598 , http://hdl.handle.net/10210/6047
- Description: M.Phil. , The study was undertaken within the context op a Personal and Professional leadership perspective. Personal and Professional leadership is concerned with a conscious, deliberate, lifelong process of personal growth which is initiated and controlled by the individual himself. The adolescent period is characterised by perceptible changes in the emotional life of the adolescent. The simple, uncomplicated life of the younger child is replaced in the adolescent by one which is complicated and involved. If personal leadership is concerned with a conscious, deliberate, lifelong process of personal growth initiated and controlled by the individual concerned, it must be able to contribute to the emotional well-being of the adolescent. The adolescent must be guided to recognise his emotions, to express and manage them; he must learn to recognise the emotions of others, to handle relationships and to motivate himself. The adolescent must thus be assisted to achieve control over his emotions. In the light of the above, the following question arose: What is the potential contribution that personal leadership (PL) can make to the emotional leadership (EL) of the adolescent? In order to answer this question, the following questions served as guidelines for the study: What are emotions? (pp.13 — 21) Why do adolescents find emotions so problematic? (pp. 27,29) What is personal and emotional leadership? (pp. 33 — 34) What contribution can personal leadership (PL) make to the emotional leadership (EL) of the adolescent? (pp. 35 — 41) What EL — domains are influenced by the said PL — qualities? (pp. 42 — 49) The research methods employed in this chapter were mainly a literature study, word and concept analysis. From the above-mentioned research the following emerged. The study of emotions started more than a century ago. Various theories concerning emotions developed from one of four main theories or traditions. Emotions have an influence on different levels and have both a physical and psychological component. The main components of emotions are: the evokers of an emotion, the receptors of an emotion, the emotional state, the expression of emotion and the emotional experience. The various components also include important physiological aspects such as the brain and the peripheral nervous system. The focus was thus on the concept "emotion" in order to create thd context in which the concept "Emotional Intelligence" will be discussed. The functional value of these components was elucidated in terms of the fundamental adaptation value of emotional reactions in the individual's battle for survival. Researchers differ in their view of primary emotions. The same emotion can have a positive or negative influence on the individual. Conflicting emotions can give rise to emotional instability in the adolescent. A few of the problems caused by emotional instability are eating disorders, alcohol & drug abuse, rebelliousness, irritability, unusual fashions, indulging in premarital sex and depression. Emotions are therefore a person's reactions to the world around him. It is a combination of his thoughts, feelings and actions. The possibility and/or necessity of emotional leadership thus exists. Emotional Leadership is a multidimensional concept consisting of various abilities. Some of the abilities are the ability to recognise the emotions in yourself and in others, the ability to motivate yourself and to manage emotions in yourself and in relationships. The EL — domains are influenced by various PL-qualities. Personal Leadership entails constant growth on all levels of being. A Personal Leader knows who he is, where he stands presently and where he aims to be. Personal Leadership qualities which can contribute to the Emotional Leadership of the adolescent are proactive actions and choices, selfawareness, self-knowledge, values, a clear purpose and the initiation of a paradigm shift. Personal Leadership contributes to various domains of emotional leadership and can contribute greatly to the total well-being and growing to maturity of the adolescent.
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