دورية أكاديمية

Staff perceptions of professional development and empowerment as long-term leadership tasks of school principals in South African schools: an exploratory study.

التفاصيل البيبلوغرافية
العنوان: Staff perceptions of professional development and empowerment as long-term leadership tasks of school principals in South African schools: an exploratory study.
المؤلفون: van Niekerk, Eldridge, Muller, Hélène
المصدر: Africa Education Review; Sep-Dec2017, Vol. 14 Issue 3/4, p93-110, 18p
مصطلحات موضوعية: PROFESSIONAL education, EDUCATIONAL leadership, TRAINING of school employees, TEACHER training, SCHOOL personnel management
مستخلص: This article reports on the perceptions of school staff of professional development and empowerment as part of the long-term leadership task of principals. The long-term leadership model was used as a theoretical framework to quantitatively determine the perceptions of 118 teachers and education managers in approximately 100 schools throughout South Africa. The findings indicated how principals perform, and indicated those aspects in need of attention in improving the quality of leadership relating to professional development and empowerment. A further finding was that there was a positive, and statistically significant, relationship between the respondents’ sense of empowerment and their perceptions of professional development. [ABSTRACT FROM PUBLISHER]
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قاعدة البيانات: Complementary Index
الوصف
تدمد:18146627
DOI:10.1080/18146627.2016.1224572