Persoonlikheid en die identifisering van leerlingleiers in die sekondere skool : riglyne
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
- Full Text:
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
- Full Text:
The motivational value of personal leadership facilitation for the realisation of a person's potential.
- Authors: Papadopoulos, Irene
- Date: 2012-08-27
- Subjects: Educational leadership , Leadership - Case studies , Success - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:3167 , http://hdl.handle.net/10210/6583
- Description: M.Phil. , At some time in our lives, we all try to be the best we can be, to realise our full potential. This can be done by demonstrating personal and professional leadership. However, there are certain problems that could prevent a person from being the best he can be. According to Covey (1989:15-16) there are general problems that the majority of people experience: The realisation that he is focusing on things that aren't really his first priority in life eg. work instead of family which leads to the question: "Is it worth it?"; Not being able to stay focused on a specific goal -usually because it is not clear; A search for meaning or purpose in one's life - experiencing a deep sense of inner unhappiness or "personal emptiness"; Realising that something is wrong and knowing that it needs to be fixed "...but I don't know how". Canfield and Hansen (1994:9-17) are of the opinion that the following reasons might prevent a person from attaining his dreams: A defeatist attitude, self-doubt or the feeling that he is a loser. Believing that one is too sick to accomplish anything - languishing in his discomfort and/or, the fear of staying sick, or getting worse. F r (false evidence appearing real) of failure, success or anything else. The above-mentioned problems lead to the following research questions: (1) What is motivation and what inspires a person to implement a change in his life? (2) How can a person stay motivated enough to keep moving in the direction of his goal and also attain it? The research methods used in this essay were mainly, a comprehensive literature study and concept and word analyses. Motivation is the driving force that pushes a person towards or pulls him away from a certain situation (Andreas & Faulkner, 1997:55-60). Maslow was of the opinion that a person is motivated by needs and that once a need is fulfilled, the person will be motivated to attain the next need. In this study five motivational theories are discussed and summarised in the form of a "Generally Accepted Motivational Structure". According to these existing theories, it is clear that there are mainly four levels of needs that need to be fulfilled: Survival, Growth, Affiliation and Seff-transcendence. These needs also fulfill the more personal: Physical, Social, Mental and Spiritual need. When all these needs are balanced (Covey et al., 1995:48), a person will develop an inner synergy, his goals will become more clear and the "fire within" that drives him forward or motivates him to attain his goal(s) will be ignited. Knowing and understanding what motivates human beings, is a very good starting point for PPL facilitation, that should lead to the realisation of the person's potential. PPL facilitation is literally one person accompanying and helping another person to discover who he is, what his values are and what he wants out of life. PPL will also show him how to set up action plans to attain his goal(s), dream(s) or vision(s) because the attainment of a dream fills a person with a feeling of success and accomplishment. Keeping the "Generally Accepted Motivational Structure" in mind, the metaphor "Stepping Stones to Success" was developed. This process is a step-by step guide for PPL facilitators, that will help them to inspire clients to become more motivated and to want to make the necessary changes that will help them attain their goals. This process will also help the facilitator to show the client how to stay motivated until his goals are attained. Each one of these stepping stones are based on existing theories and exercises. Since one step leads to the next, a push-pull force is created which in turn acts as a driving force towards a person's personal set goal(s), dream(s) or vision(s). The ultimate goal of life, reaching self-transcendence, living for a purpose higher than the self or leaving an amazing and unforgettable legacy, is always kept in sight, for when it is attained, the person will have realised and reached his full potential. Thus the conclusion can be made that personal leadership facilitation has a motivational value for the realisation of a person's potential.
- Full Text:
- Authors: Papadopoulos, Irene
- Date: 2012-08-27
- Subjects: Educational leadership , Leadership - Case studies , Success - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:3167 , http://hdl.handle.net/10210/6583
- Description: M.Phil. , At some time in our lives, we all try to be the best we can be, to realise our full potential. This can be done by demonstrating personal and professional leadership. However, there are certain problems that could prevent a person from being the best he can be. According to Covey (1989:15-16) there are general problems that the majority of people experience: The realisation that he is focusing on things that aren't really his first priority in life eg. work instead of family which leads to the question: "Is it worth it?"; Not being able to stay focused on a specific goal -usually because it is not clear; A search for meaning or purpose in one's life - experiencing a deep sense of inner unhappiness or "personal emptiness"; Realising that something is wrong and knowing that it needs to be fixed "...but I don't know how". Canfield and Hansen (1994:9-17) are of the opinion that the following reasons might prevent a person from attaining his dreams: A defeatist attitude, self-doubt or the feeling that he is a loser. Believing that one is too sick to accomplish anything - languishing in his discomfort and/or, the fear of staying sick, or getting worse. F r (false evidence appearing real) of failure, success or anything else. The above-mentioned problems lead to the following research questions: (1) What is motivation and what inspires a person to implement a change in his life? (2) How can a person stay motivated enough to keep moving in the direction of his goal and also attain it? The research methods used in this essay were mainly, a comprehensive literature study and concept and word analyses. Motivation is the driving force that pushes a person towards or pulls him away from a certain situation (Andreas & Faulkner, 1997:55-60). Maslow was of the opinion that a person is motivated by needs and that once a need is fulfilled, the person will be motivated to attain the next need. In this study five motivational theories are discussed and summarised in the form of a "Generally Accepted Motivational Structure". According to these existing theories, it is clear that there are mainly four levels of needs that need to be fulfilled: Survival, Growth, Affiliation and Seff-transcendence. These needs also fulfill the more personal: Physical, Social, Mental and Spiritual need. When all these needs are balanced (Covey et al., 1995:48), a person will develop an inner synergy, his goals will become more clear and the "fire within" that drives him forward or motivates him to attain his goal(s) will be ignited. Knowing and understanding what motivates human beings, is a very good starting point for PPL facilitation, that should lead to the realisation of the person's potential. PPL facilitation is literally one person accompanying and helping another person to discover who he is, what his values are and what he wants out of life. PPL will also show him how to set up action plans to attain his goal(s), dream(s) or vision(s) because the attainment of a dream fills a person with a feeling of success and accomplishment. Keeping the "Generally Accepted Motivational Structure" in mind, the metaphor "Stepping Stones to Success" was developed. This process is a step-by step guide for PPL facilitators, that will help them to inspire clients to become more motivated and to want to make the necessary changes that will help them attain their goals. This process will also help the facilitator to show the client how to stay motivated until his goals are attained. Each one of these stepping stones are based on existing theories and exercises. Since one step leads to the next, a push-pull force is created which in turn acts as a driving force towards a person's personal set goal(s), dream(s) or vision(s). The ultimate goal of life, reaching self-transcendence, living for a purpose higher than the self or leaving an amazing and unforgettable legacy, is always kept in sight, for when it is attained, the person will have realised and reached his full potential. Thus the conclusion can be made that personal leadership facilitation has a motivational value for the realisation of a person's potential.
- Full Text:
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