| Summary: | In this research it was indicated that as a result of the absence of a fundamental (that is, Scriptural) basis for leadership in education, efforts have arisen to explicate leadership in education from the perspective of so-called value-free and organizational perspectives. It was also indicates that the absence of an ontological founding of leadership In education has paved the way for the foregrounding of some facets of leadership as seemingly the only determiners of leadership in education. In contrast to this it emerges that a Scripturo-ontological foundation for leadership in education is not only the correct one but also offers a complete foundational basis. The objectives of this research then in the first place involved determining the universal features of educational leadership, in the second place to offer an ontological founding of educational leadership, and in the third place to test the founding by means of a contrast with the situational leadership approach. From the analysis of the phenomenon of educational leadership it emerged that at least twelve universal features can be distinguished. The determination of these features was made possible through determining the ontic status of educational leadership in advance. Subsequently an ontological framework was developed within which educational leadership can be founded. In the Scriptural founding it was indicated that specific ontological presuppositions are valid axiomatically and therefore constitute the basis for any founding work. From this framework It emerged that educational leadership consists of four distinctive structural moments, viz. the religious, the modal, the individual and the temporal. To test the founding work by way of contrasting it with the situational leadership approach, an analysis of the situational approach was offered in advance. In this process it was especially indicated from which different approaches and leadership theories the situational approach sprang. === Skripsie (MEd)--PU vir CHO, 1988
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