Transformational leadership : an investigation into the existence of transformational leadership at a Durban secondary school.

Abstract

Coinciding with a rebirth in South Africa, new education legislation has given considerable more power and responsibility for making decisions. While assuming a degree of autonomy, schools are also expected to resource themselves with the minimum support from their respective provincial departments. The extent to which schools will be able to make the transition depends a great deal upon the nature and quality of their internal management. (Department of Education 1996). The Task Team on Education

Management Development (1996) says that a move to self-management does not mean that you are guaranteed positive change. It is the nature and quality of internal

management that will influence real transformation. So, a self-managing school is

accompanied by an internal devolution of power and by a leadership style that is

transformational.

It is here that an attempt is made to look at the extent to which transformational

leadership is practiced in a Durban Secondary School. Seeing that transformational

leadership is linked with school effectiveness, (Coleman, 1994) it is the aim of this research project to evaluate the principal's leadership style. Does the way the school is managed

contain any evidence of transformational leadership? Is the principal's perception of his

leadership style parallel with the staff's perception of how he leads the school?

The findings of this research have shown that there is no evidence of transformational

leadership at this school. The recommendations have highlighted ways in which the

principal can begin to transform the school so that they too may improve to such an extent that the school is seen as being effective.