Preadolescent leaders: critical reflections from a well-being perspective

dc.creator	Johan Liebenberg
dc.creator	Vera Roos
dc.date	2008-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:27:01Z
dc.date.available	2015-07-20T22:27:01Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/b173a6b16151470cbf0c5dadc43e6f3f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21713
dc.description	Very little information is available on the impact of leadership practices, in South African primary schools, on the development of preadolescent learners. Leadership in primary schools focuses mainly on the roles, tasks, features, identification and development of "leadership". Leadership practices, as currently applied in most primary schools in South Africa, challenge preadolescent development, with serious consequences. Our purpose in this study was to reflect critically on the appropriateness of existing leadership models for the preadolescent from a well-being perspective. A qualitative research method, which follows an inductive, exploratory approach, was selected because this method acknowledges the complexity of the phenomenon. Data were collected by means of focus groups and written assignments. The six components of psychological well-being, namely: self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy are used in discussion of the findings. The findings confirmed that the current social phenomenon of preadolescent leadership contributes to negative evaluations of the self and personal experiences, early identity foreclosure, disrupted peer group interactions, distorted relationships with adults, and a limited environment for the development of self-determination.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000400008
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 28, Iss 4, Pp 581-593 (2008)
dc.subject	development
dc.subject	leadership practices
dc.subject	leadership values
dc.subject	preadolescent
dc.subject	psychological well-being
dc.subject	qualitative investigation
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Preadolescent leaders: critical reflections from a well-being perspective
dc.type	article