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Sexual abuse is not being reported adequately. Teachers are in an ideal position to deal with and report sexual abuse, but they are not sufficiently trained in this regard. Therefore it was necessary to evaluate whether training programmes could be effective. The research that informed this article focused on presenting a specific training programme to twenty primary school teachers after which two focus group interviews were conducted. The aim was to explore the participants’ perceptions regarding the programme. The teachers benefitted from the relevant information, they valued the group consolidation, they felt confident about sharing experiences and they were more prepared to act in sexual abuse cases.

Die vraag word dikwels gevra of leierskapstyle ingebou of ingebore is en dus nie kan verander nie. Is ʼn leierskapstyl vloeibaar en bepaal die konteks watter styl gevolg moet word? Die beste manier om leierskapstyle te evalueer is deur middel van volgelinge se persepsies. Volgelinge se waarneming van ʼn leierskapstyl kan egter van ʼn leier se siening verskil. Ten einde ʼn geheelbeeld daaroor te kry moet ʼn mens die bydrae van verskeie perspektiewe aanvaar en respekteer. Hierdie studie fokus op die volgende vraag: Tot watter mate verskil skoolhoofde en onderwysers se waarnemings ten opsigte van leierskapstyle in onderpresterende skole? Skoolhoofleierskapstyl word deur die kultuurhistoriese aktiwiteitsteorie bekyk. Kwantitatiewe navorsing is in KwaZulu-Natal gedoen, waar die Multifactor Leadership Questionnaire onder die skoolhoofde en personeel van 72 skole versprei en 56 daarvan terugontvang is. Data is met behulp van verskeie statistiese tegnieke ontleed en geïnterpreteer. Volgens die resultate kan daar wel ʼn redelike onderskeid tussen die transformerende, transaksionele en passief-vermydende skoolhoofleierskapstyle getref word, selfs in wan- of swakpresterende skole wat nie oor al die nodige hulpmiddels beskik nie. Verder is aangetoon dat onderwysers se waarnemings in ag geneem moet word wanneer skoolhoofde ʼn geskikte leierskapstyl kies. Skoolhoofde moet leierskapstyle egter nie rigied toepas nie, maar moet eerder verskeie konfigurasies kombineer ten einde die uitdagings van die bestuur van hul onderskeie skole doeltreffend aan te durf. Followers' perceptions are the best evaluation of leadership styles. How followers observe a leadership style may differ from how the leader sees it. In order to understand the entire reality, one should accept and respect the different perspectives and its contribution towards the understanding of a phenomenon. The purpose of any educational institution is to provide successful teaching and learning to all learners. However, one of the main problems contributing towards poor results could be the leadership style of principals. Individuals have a particular perception of a leader they are about to meet, and they expect that leader to act according to those perceptions. Implicit leadership might guide a person to understand and interpret the credibility of such leadership behaviour. The transformational, transactional and passive avoidant leadership styles are researched in different contexts to understand them better. The transformational leadership style distinguishes between idealised influence, inspirational motivation, intellectual stimulation and individual consideration. This style is characterised by the transformation that a leader initiates by motivation, inspiration and clear communication of a mission, vision and goals. Furthermore, the transformational leader tries to develop his or her followers to their fullest. The transactional leadership style is characterised by an exchange between people, which may be economical, political or psychological. The transactional leadership style focuses on mistakes and lowers performance expectations; followers are not empowered by this style. Rewards are exchanged for submission, efforts, productivity and loyalty. Typical of the transactional leadership style is "management for results". A characteristic of this style is the leader's responsibility, especially with regard to important issues. Other characteristics are avoidance, indifference, absence and hesitance when his or her response is required in urgent issues. A leader who follows the passive avoidant style acts when a problem arises, but waits until the problem becomes serious before he or she will intervene. Followers have the freedom to make their own decisions. In this study the researcher looks at the Cultural-Historical Activity Theory (CHAT) as a lens to study school principal leadership styles. CHAT has its origin in the work of Lev Vygotsky. The unit of analysis is an activity system, and in this study two activity systems are used to illustrate the use of CHAT. Furthermore, the study focuses on the interpersonal plane, where the interaction between the principal leadership style and teachers is studied. A quantitative study was conducted in KwaZulu-Natal. The Multifactor Leadership Questionnaire was distributed among 72 schools (principals and teachers). Data were analysed and interpreted according to various statistics. The investigation revealed that the conventional distinction between principal leadership styles might be maintained, even with regard to underperforming schools that do not have all the necessary tools. It also showed that principals should take teachers' perceptions into consideration whenever they choose an appropriate leadership style. However, principals should not apply any style rigidly, but should rather combine a variety of configurations in order to manage the challenges in their respective schools effectively.

Wigfield en Guthrie se Motivation for Reading Questionnaire (MRQ) is 'n vraelys, bestaande uit 53 items en elf leesmotiveringsdimensies, deur middel waarvan 'n leesmotiveringsprofiel van 'n bepaalde groep leerders saamgestel kan word. Wigfield en Guthrie, wêreldbekende navorsers oor leesmotivering, het die MRQ verskeie kere vir leerdergroepe in verskillende grade en lande gebruik om leesmotiveringsprofiele van leerders aan die hand daarvan saam te stel. Gedurende 2012 is hierdie vraelys vir die eerste keer in Suid-Afrika gebruik om die leesmotiveringsprofiel van 806 Afrikaanssprekende graad 9-leerders uit verskillende geografiese gebiede van 'n onderwysdistrik saam te stel. Omdat die leesmotiveringsprofiel van spesifiek Afrikaanssprekende leerders vasgestel moes word, is die MRQ vertaal. By enkele items was dit nodig om dit vir die konteks van Afrikaanssprekende adolessente in hoofstroomskole aan te pas. Die 2012-studieresultate het daarop gedui dat die respondente die MRQ geïnterpreteer het as bestaande uit minder as die elf leesmotiveringsdimensies wat Wigfield en Guthrie geïdentifiseer het. Sekere van die items is geïnterpreteer as behorende tot meer as een van die elf dimensies, of as behorende tot 'n ander dimensie as dié waarin dit volgens die MRQ tuishoort. Dit het die vraag laat ontstaan of dieselfde leesmotiveringsprofiel van 'n groep leerders verkry kan word deur middel van 'n meer vaartbelynde MRQ (minder items en minder leesmotiveringsdimensies). In die huidige artikel is tot die slotsom gekom dat dieselfde leesmotiveringsprofiel van die betrokke respondente verkry kan word uit 'n meer vaartbelynde MRQ as uit die oorspronklike MRQ. Wigfield and Guthrie's Motivation for Reading Questionnaire (MRQ) consists of 53 items and eleven reading motivation dimensions that can be used to compile a reading motivation profile of learners. Wigfield and Guthrie, internationally recognised reading motivation researchers, used the MRQ for different learner groups in different grades and countries to compile reading motivation profiles of learners. During 2012, the questionnaire was used for the first time in South Africa to compile the reading motivation profile of 806 Afrikaans-speaking grade 9 learners from different geographical areas within an education district. In order to compile the reading motivation profile of Afrikaans-speaking learners, the MRQ was translated. It was necessary to adapt some of the items of the MRQ for the context of Afrikaans speaking learners in mainstream schools. The analysed research results indicated that the MRQ could be interpreted as consisting of less than eleven reading motivation dimensions identified by Wigfield and Guthrie. Some of the items were interpreted as belonging to more than one of the eleven dimensions or to another dimension as being placed within the original MRQ. The question was posed as to whether the same reading motivation profile of a group learners can be obtained by using a more compact MRQ (fewer items and fewer reading motivation dimensions). In the current article the conclusion is drawn that the same reading motivation profile of the specified respondents can be obtained by using a more compact MRQ than the original MRQ.