Principalship as an empowering leadership process: the experiences of women school heads in Zimbabwe.
The paper explores how women principals approached leadership in schools and empowered others to improve educational outcomes. An in-depth qualitative study which falls within the phenontenological-interpretivist paradigm was adopted as the research design. The emphasis was on rich contextual detail...
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| Format: | Article |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://hdl.handle.net/11408/1147 |
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