Leadership Characteristics And Styles Of Heads In Private Schools In South Africa

Dr Ronél Burger’s doctoral research investigated the leadership characteristics and styles of Heads (principals) in private schools in South Africa. The motivation stemmed from her extensive career in education and her personal experience in establishing new private schools. She observed that successful leadership in private schools demands a unique blend of educational expertise and business acumen, unlike public schools, where financial viability is not a key concern for principals. 

With private schooling expanding rapidly post the 2008 global financial crisis, identifying the right leaders became critical for sustainable success. This study sought to define traits and leadership styles that would increase the likelihood of success for Heads of private institutions..

Problem Statement and Objectives

The central problem identified was the absence of clear criteria or tools to assess and predict the success potential of school Heads in the private sector. Many initial appointments failed due to mismatched leadership qualities, leading to significant financial and educational consequences. The study aimed to discover whether certain common traits or leadership styles exist among successful Heads and whether these could inform a potential decision-making tool for recruitment.

The Main Objectives

• Examining leadership theories and constructs related to traits, characteristics, and styles.
• Identifying which traits or styles are common to successful private school Heads.
• Compiling a list of criteria that can predict successful leadership.
• Exploring the development of an assessment tool for employers.
• Determining how these leadership characteristics influence school success.

Theoretical Framework

Dr Ronel Burger: Assessing leadership characteristics and styles of heads in private schools in SA

The research was framed using the Head, Heart and Hands model, which integrates cognitive, emotional, and practical aspects of leadership. The Head represents strategic thinking and vision-setting; the Heart relates to emotional intelligence, interpersonal relationships, and inspiring others, while the Hands focus on execution and implementation. This framework was chosen for its comprehensive applicability in assessing leaders beyond traditional management competencies.

Additionally, the study reviewed a broad spectrum of leadership theories, including Transformational Leadership, Servant Leadership, Trait Theory, Situational Leadership, and Emotional Intelligence. It noted that leadership remains a complex and often contested domain, with no universal agreement on what defines success.

Research Methodology

A qualitative research design was employed, given the exploratory nature of the study. Nine participants, all successful Heads of private schools with proven track records, were purposefully selected through a combination of stratified and judgmental sampling. Data collection was multi-faceted, including psychometric assessments (Herrmann Brain Dominance Instrument – HBDI and Gibson Cognitive Test) and personality questionnaires.

The Grounded Theory approach guided data analysis, allowing themes and patterns to emerge inductively from the data. Responses were analysed through the lens of the Head, Heart and Hands framework, and participant insights were coded and color-coded accordingly.

Findings

The analysis revealed a dominant reliance on both the Head and the Heart aspects of leadership among the participants. Strategic thinking, emotional intelligence, and inspirational motivation emerged as significant contributors to successful school leadership. However, there was no singular or universal combination of traits that guaranteed success. Each leader brought a unique mix of qualities suited to their context, suggesting that adaptability and self-awareness are as important as any fixed set of traits.

Despite the variation, the importance of authenticity, emotional intelligence, and purpose-driven leadership was repeatedly underscored. The study concluded that although a decision-making tool may not produce definitive predictions, it could still aid employers in making more informed leadership appointments.

Conclusion and Recommendations

The study affirmed that successful private school Heads exhibit a blend of strategic (Head) and emotional (Heart) competencies, supported by a strong ethical foundation and the ability to inspire teams.

While it was not possible to isolate a fixed set of traits that guarantee success, several recommendations were made:

• Institutions should include psychometric and personality assessments during recruitment.
• Employers should prioritise emotional intelligence and strategic thinking in their criteria.
• Leadership development in private schools should focus on cultivating authentic, purpose-driven leaders.
• Burger recommended further research to expand the data pool and possibly refine an evidence-based decision-making tool. She also highlighted the need for leadership frameworks that are context-sensitive and adaptable to the unique challenges of private education in South Africa.