Isabel Coetzee (PhD)

Department of Nursing Science

University of Pretoria

Transformational leadership in Education

The only voyage of discovery exists, not in seeing

new landscapes, but in having new eyes.

Marcel Proust

Educators: Challenge

View educational

practice through

a different lens…

From a teacher to

a facilitator….

Good Better Excellence

Demonstrate human understanding

Reform organisations in magic ways

Create learning environment

Every person is empowered to full

potential

Transformational leader

Moral leadership-based on dignity and

respect for others

Leading with love, human kindness and

social justice

Spiritual leadership – encourage other to:

Seek highest vision

Highest human endeavour

Serve before being served (Hoyle 2002)

Transformational leader

Facilitator of learning (FOL)

Authentic learning

Active learning

Co-operative learning

Fundamental human virtues

Transforming our educational practices

Educator not teacher

Education - search for meaning, student

independent

Facilitate learning – challenge student above

his/her ability

Learning - student construct meaning/knowledge

by him/her self

Teaching- give student information, student

dependent on teacher

Facilitation of learning

Immersion of learner in real life

experience

Learning by doing: learning to be

Results in personal transformation

Reflection of learner on real life

experience

Human potential maximised

Authentic learning

Common goal of “involving student in doing

things and thinking about the things they

are doing” (Bonwell & Eison 1991)

Active learning strategies can be created to

engage students to:

Think critically/creatively

Speaking with partner/small group/entire class

Give and receive feedback

Reflect upon the learning process

Active learning

Think-pair-share

Note check

Two minute paper

Brainstorm

Jigsaw

Active learning strategies

Preferable group size:4-6 learners-FOL to

allocated group members

Heterogeneous as possible: Achievement

Work attitude

Social class

Gender

Personality

Culture

Co-operative learning

Do not appoint or have a leader chosen

Each member feels important

Leader evolves naturally for each LT

Positive interdependence

Individual accountability

Promote face-to-face interaction

Develops fundamental human virtues

Co-operative learning

Humanisation - How do I see you?

Communication – How do I interact with you?

Dealing with feeling - How do I react to you?

Justice and forgiveness - How do I want you to

react to me?

Love – How do I ultimately care for you?

Leadership - How effectively can I lead you to

maximise your full potential?

Fundamental interpersonal human virtues

Self-confidence - feeling able to do it

Motivation - wanting to do it

Initiative - moving into action

Effort - willing to work hard

Perseverance - completing tasks

Common sense - making good

judgement

Fundamental intra personal human virtues

Responsibility - doing what is right

Motivation - wanting to do it

Independence - doing it yourself

Love - to care ultimately for myself and

everything around me

Fundamental intrapersonal human virtues

Manage own learning

Take control over own learning

Take responsibility for own learning

Active, effective, independent learner

Acquired fundamental human virtues

Maximised human potential

Challenge: Self-regulatory learner

Good-Better-Best

Great vision precedes great achievement

-John C Maxwell (2001:91)-

isabel.coetzee@up.ac.za

Thank you!