| ID | 153655 |
| Title Proper | Grounded theory perspective on leadership in multicultural schools |
| Language | ENG |
| Author | Elize du Plessis, Petro Marais ; Plessis, Elize du ; Marais, Petro |
| Summary / Abstract (Note) | The methodology of grounded theory has great potential to contribute to our understanding of leadership within particular substantive contexts. Leadership is a global phenomenon, but appears to have a variety of attributes and seems to elude clear definition. In this research we argue that such variation is contextually derived. Leadership is not only a socially influenced process but also a relation-influenced process that occurs within a social system. The focus in this paper is on the challenges facing leaders engaged in multicultural education. In general, grounded theorists seek to develop theory inductively from systematically gathered and analysed data. An integrative picture or story is developed from this process. In the present instance we explore how conducting grounded theory research according to a qualitative approach accentuates the need to understand and explain contextualised leadership. We conclude by suggesting how leaders might overcome challenges in multicultural education. |
| `In' analytical Note | Journal of Asian and African Studies Vol. 52, No.5; Aug 2017: p.722-737 |
| Journal Source | Journal of Asian and African Studies 2017-10 52, 5 |
| Key Words | Leadership ; Community ; Social system ; Multicultural Education ; Grounded Theory ; Moral Values |