The drive of this discourse was to analyse school leadership ontogenesis in Namibia. The paper analyses whether the gender of the heads disposes leadership in any way. It determines factors to dispose leadership and teacher performance in school. Furthermore, it looks at the style of leadership, that is implemented in the primary schools.
The deficiency of efficacious leadership in school configurations has been a venerable predicament and has prevailed since the state attained political autonomy in 1990. The rapid preponderance of high schools across the state since independence exacerbated the predicament with a plethora of these schools despite diverse attempts to titivate the quality of education delivery in schools.
It should be stressed that the interpretivist theoretical perspective was adopted in this study. This viewpoint implies that the emphasis is on crafting communicated concepts and is an approach that purposefully tries to unpack the reality of the situation within a specific contextual environment. The researcher argues that training of leadership results in effective performance.
The findings of this research show that fifty-three per cent of the school leaders were not trained on the leadership enhancement programme, while forty-seven per cent of the school leaders were trained. It is recommended that most of the school leaders be trained in the leadership development. The state needs to follow best practises in leadership ontogenesis such as practiced in Singapore, the United Kingdom, New Zealand and Austria. The school leadership furnishes a significant gathering of plethoric models for present school leadership ethos.
Table of Contents
Chapter One: Introduction
1.1 Introduction
1.2 Background Of The Study
1.3 Statement Of The Problem
1.4 Objectives Of The Study
1.5 Research Questions
1.6 Hypothesis Testing
1.7 Significance Of The Study
1.8 Scope Of The Study
1.9 Limitation Of The Study
1.10 Organisation Of The Study
1.11 Conclusion
Chapter 2: Literature Review
2.1 Introduction
2.2 Delineation of leadership Ontogenesis
2.2.1 The role of CEO Leadership
2.2.2 Leadership Signature
2.3 Theories of leadership Ontogenesis
2.3.1 A Holistic Theory for leadership Ontogenesis
2.3.2 Social Change theory for leadership ontogeny
2.3.3 Dynamic theory for leadership ontogenesis
2.3.4 Theories for Disbursements
2.4 Theoretical framework
2.4 Leadership Signature styles
2.4.2 Contingent leadership
2.4.3 Transactional leadership
2.4.4 Transformational leaders
2.4.5 Autocratic leadership
2.4.6 Democratic leadership
2.5 Cambietics in leadership Signatures
2.6 Gender influence leadership signatures
2.7 Factors influencing leadership and Performance
2.7.1 Leadership signature style and performance
2.7.2 Consultative leadership and performance
2.7.3 Organisational Culture Change
2.8 Methods of School leadership ontogenesis
2.9 Effect of good leadership corporate governance on corporate performance
2.9.1 Effective school leadership Signatures
2.10 Conclusion
Chapter 3: Research Methodology
3.1 Introduction
3.2 Research design
3.2.1 Case study
3.2.2 Justification of the Case Study Approach
3.3. Research Philosophy
3.5 Sampling Strategy
3.5.1 population:
3.5.2 Sample
3.5.3 Sampling techniques
3.6 Non-probability sampling techniques:
3.6.1 Convenience Sampling
3.6.3 Purposive sampling:
3.7 Sampling for the research study:
3.8 Data Collection Instruments
3.8.1 Interview Method
3.8.2 Questionnaires
3.8.3 Procedure
3.9 Data Analysis
3.9.1 Evaluation of validity
3.9.2 Criterion Cogency
3.9.3 Predictive validity.
3.9.4 Concurrent validity.
3.10 Pilot Study
3.11 Ethical Considerations
3.11.1 The tenet of informed consent
3.11.2 The prerogative to anonymity and confidentiality
3.12 Conclusion
Chapter Four: Findings
4.1 Introduction
4.2 Demographic Information
4.2.1 Three Primary Schools
4.2.2 School leadership Gender Representation
4.2.3 Leadership Age-Group
4.3.1 Leadership Ontogenesis programme
4.3.2 Satisfaction with the leadership ontogenesis programme in your school?
Call for Leadership Cambietics
Gender of the heads influences leadership in any way.
Leadership Signature styles being implemented in the three primary schools.
Chapter Five: Summary of Findings, Conclusions and Recommendations
5.1 Summary of findings
5.1.1 Research question how school leadership ontogenesis is executed for the three primary School in Oshana region?
5.1.2 Research question: Do pacesetters advocate for the call for a cambietics in leadership in schools?
5.1.3 Research question: Does gender of the pacesetters predispose leadership in any way?
5.1.4 Research question: What are the determinants that predispose leadership and teacher execution in schools?
5.1.5 Research question what leadership styles are being implemented in the three primary schools?
5.2 Summary of Conclusions
5.2.1 Research question how school leadership ontogenesis is executed for the three primary School in Oshana region?
5.2.2 Research question Do pacesetters advocate for to the call for a cambietics in leadership in schools?
5.2.3 Research question: Does Gender of pacesetters predispose leadership in any way?
5.2.4 What are the determinants which predispose leadership and teacher performance in schools?
5.2.5 Research question what leadership styles are being implemented in the three primary schools?
5.3 Policy Recommendations
5.4 Area of further Research
Research Objectives and Thematic Focus
The primary objective of this discourse is to analyze school leadership ontogenesis within the Namibian context, specifically focusing on three senior primary schools in the Oshana region, to determine how such leadership practices influence teacher performance and organizational outcomes.
- Analysis of current school leadership ontogenesis practices and methods.
- Evaluation of the impact of gender and leadership styles on school performance.
- Exploration of determinants that influence leadership and teacher performance in schools.
- Assessment of the necessity for a paradigm shift and digital transformation in school leadership.
Excerpt from the Book
2.2 Delineation of leadership Ontogenesis
Leadership progression is the enlargement of a person’s capability to be efficacious in leadership physiognomies and processes (Till, Mc Kimm, & Swanzick, 2019). Lokkesmore (2019) delineates leadership ontogenesis as “an exertion (hopefully, planned in physiognomy ) that augments the learner’s capability to lead people. In layman, language leading is charting direction and guiding others to follow that direction. Leadership ontogenesis is a recurrent process rather than intermittent. It is not just a unitary or single event. Till McKimm & Swanzick (2019) conclude that leadership ontogenesis is by no means in definition and custom uniform. It was noted that there is no one right path, direction, or timeline to the process of leadership development. Leader’s intrinsic or specific means of leadership ontogenesis is, in large part, unique and therefore obscure. The methods of leadership ontogenesis are also plethoric. Collet and Menlo (2015) linger by saying the schools "need leaders who can create an important transmogrification in the learning philosophies of schools and of the teaching profession itself". Leadership is indispensable for promoting student achievement and creating a vision of success for the total educational program (Burns, 2012). An original and annotation link exists between leadership and team performance, Collet and Menlo (2015) posit, who also asserted that leadership is about serving and commences on the inside and moves externally to serve others. The researcher argues that such leadership has the interest of others in mind, nurtures growth and ontogenesis in others, is enthusiastic to listen, and thinks less about self while held accountable for performance.
Summary of Chapters
Chapter One: Introduction: Provides an overview of the research orientation, problem statement, objectives, and the scope of the study regarding school leadership in Namibia.
Chapter 2: Literature Review: Reviews existing theories on leadership ontogenesis, diverse leadership styles, and the impact of corporate governance on performance.
Chapter 3: Research Methodology: Details the research design, specifically the case study approach, sampling strategies, and data collection instruments used.
Chapter Four: Findings: Presents the empirical findings from the survey conducted in the three primary schools, including demographic analysis and leadership implementation.
Chapter Five: Summary of Findings, Conclusions and Recommendations: Synthesizes the research outcomes and offers policy recommendations to improve school leadership development.
Keywords
Leadership, Leadership ontogenesis, School leadership, Namibia, Leadership signatures, Disbursements, Educational performance, Transformational leadership, Teacher development, Leadership styles, Organizational change, Educational management, Qualitative research, Quantitative analysis, Case study.
Frequently Asked Questions
What is the core focus of this research?
The research fundamentally addresses the concept of school leadership ontogenesis and its role in improving educational delivery and management in three primary schools in the Oshana region of Namibia.
What are the primary themes explored in the work?
Key themes include leadership development, the impact of leadership signatures on organizational performance, gender dynamics in leadership, and the necessity for change management in schools.
What is the main objective or research question?
The main research question investigates how school leadership ontogenesis is conducted for the three primary schools in the Oshana region and whether current practices effectively enhance teacher and student outcomes.
Which scientific methodology is employed?
The study utilizes a mixed-method approach anchored in an interpretivist theoretical perspective, incorporating case study design, quantitative surveys, and qualitative interviews.
What is addressed in the main body of the work?
The main body covers the theoretical framework of leadership development, reviews existing literature, explains the methodology, presents the empirical findings regarding leadership styles and performance, and provides data analysis and recommendations.
Which keywords define this study?
The study is characterized by keywords such as leadership ontogenesis, school leadership, leadership signatures, disbursements, organizational performance, and educational change.
How does leadership signature influence school performance?
The research suggests that the specific "leadership signature"—the unique combination of ethos, communication, and management style—directly impacts school climate and, consequently, student and teacher performance.
What is the author's stance on leadership training?
The author argues that formal training in leadership enhancement programs is essential, noting that a significant portion of current school leaders lack such training, which hinders their effectiveness.
- Quote paper
- David Rewayi Mpunwa (Author), Ndeshipanda Sheetekela (Author), 2020, Demystifing Leadership Signature, Disbursements and Ontogensis at the Workplace, Munich, GRIN Verlag, https://www.grin.com/document/923398
