Educational Leadership: A Case Study of Perceptions of Secondary School Principals, Teachers, and Students of the Leadership Role in HIV/AIDS Education Programs in Zimbabwe
Doctor of Philosophy
Date of Defense:
March 13, 2006
Dr John W Tippeconnic Iii, Committee Chair/Co-Chair Susan C Faircloth, Committee Chair/Co-Chair Roger C Shouse, Committee Member Michael Paul Johnson, Committee Member
sexual orientation Leadership role HIV/AIDS education policy perceptions abstinence only
This study investigated four high school principals, eight teachers, and sixteen students’ perceptions of leadership in HIV/AIDS education programs in Zimbabwe. The study concluded that HIV/AIDS education policies affected the broadness or how limited schools implemented HIV/AIDS programs in Zimbabwe. This research contributes to the work that has been conducted in HIV/AIDS education on leadership, policies, and practices in education to discourage or prevent the spread of HIV/AIDS.
Major findings of the study were: 1) the need to relinquish some of the control and authority by the Ministry of Education, Youth, Sports, and Culture to educators, 2) the need to formulate and implement broader based policies in order to incorporate more educational strategies, 3) the need to participate in more open dialogue among the different groups including school principals, teachers, parents, and their children, and 4) reconceptualizing HIV/AIDS as more of a social problem than completely an academic problem, which tends to limit strategies as well as discriminate against other segments of the general population.