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dc.contributor.advisorGrant, Callie.
dc.creatorHlatywayo, Jairos D.
dc.date.accessioned2010-09-30T06:24:47Z
dc.date.available2010-09-30T06:24:47Z
dc.date.created2010
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10413/1313
dc.descriptionThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010.en_US
dc.description.abstractThe traditional view in education leadership separates school leaders from teachers. However, traditional views has been challenged by recent research which calls for distributed forms of leadership where all teachers are viewed as having the capacity to lead and where power is distributed across the organization. Therefore, leadership must be understood as a shared process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school. In other words, it is within these professional learning communities that power in the school is redistributed and where teachers can operate as leaders as they strive towards a more equitable society.
dc.language.isoenen_US
dc.subjectPrimary school teachers--KwaZulu-Natal.en_US
dc.subjectTheses--Education.en_US
dc.subjectEducational leadership--KwaZulu-Natal.en_US
dc.titleThe enactment of teacher leadership in an urban primary school : a case study of three teacher leaders.en_US
dc.typeThesisen_US


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