RESEARCH ARTICLE


Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions



Vhothusa Edward Matahela1, *, Gisela Hildegard Van Rensburg1
1 Department of Health Studies, University of South Africa, Pretoria, South Africa


Article Metrics

CrossRef Citations:
0
Total Statistics:

Full-Text HTML Views: 874
Abstract HTML Views: 341
PDF Downloads: 349
ePub Downloads: 175
Total Views/Downloads: 1739
Unique Statistics:

Full-Text HTML Views: 407
Abstract HTML Views: 157
PDF Downloads: 213
ePub Downloads: 107
Total Views/Downloads: 884



Creative Commons License
© 2021 Matahela and Van Rensburg

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the Department of Health Studies, University of South Africa, Pretoria, South Africa; Tel: +27825314111; E-mail: vhothusa@yahoo.com


Abstract

Background:

Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices.

Objective:

To describe the self-leadership practices of nurse educators at nursing education institutions.

Methods:

This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire.

Results:

Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs.

Conclusion:

Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.

Keywords: Nurse educators, Nursing education institution, Autonomy-supportive environment, Self-leadership, Manz’s theoretical framework, Cronbach’s alpha coefficient.