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dc.contributor.authorTheunissen, Jacobus Marthinus
dc.date.accessioned2013-10-28T08:44:28Z
dc.date.available2013-10-28T08:44:28Z
dc.date.issued1985
dc.identifier.urihttp://hdl.handle.net/10394/9376
dc.descriptionThesis (MEd)--PU vir CHO, 1985
dc.description.abstractThis study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the pupil leader must have knowledge of the application of administrative duties. * One of the most important findings of the empirical research was that all respondents feel that there is room for improvement in the training of pupil leaders in the Transvaal secondary schools. Teachers are seen as the most suitable trainers of pupil leaders. In the training programme knowledge of the theory and practice of leadership is seen as the foundation for the training of pupil leaders. To conclude it may be stated that pupil leaders in the Transvaal secondary schools may be trained by means of a preconceived leadership programme.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.subjectLeierskap - Studie en onderrigen_US
dc.title'n Model vir die opleiding van leerlingleiers in sekondêre skoleafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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