Primary Healthcare Leaders’ Perceptions of Relational Leadership: An Action Learning Research Approach
- 1Department of Health Faculty of Health Sciences West Rand District Health Services Gauteng Department of Health Johannesburg South Africa
- 2NuMIQ Research Focus Area Faculty of Health Sciences North-West University Potchefstroom South Africa nwu.ac.za
- 3Lifestyle Diseases Research Focus Area Faculty of Health Sciences North-West University Mafikeng South Africa nwu.ac.za
Abstract
Background: In complex healthcare settings, such as primary healthcare, effective leadership is critical for fostering an environment that prioritizes patient‐centered care and strengthened team functioning. Effective leadership requires approaches that emphasize meaningful relationships, collaboration, and communication. It is different from conventional leadership, which deals with delegating authority and tasks. Little is known about how PHC leaders in under‐resourced South African settings perceive and enact relational leadership (RL) in their daily practice.
Aim: This study explored PHC leaders’ perceptions of RL within a South African primary healthcare setting in Gauteng Province, using a qualitative action learning research approach.
Research Design: A qualitative action learning research approach was used in this study. The data were collected from April 2024 to September 2024.
Participants and Research Context: Ten leaders participated in monthly action learning group sessions, reflective journaling, and collaborative discussions over 6 months, during which the primary researcher observed interactions. Data from transcripts, journals, and the observational notes were thematically analyzed.
Ethical Considerations: Ethical approval was obtained from the North‐West University Health Research Ethics Committee (NWU‐00041‐23‐A1). All participants signed a written informed consent form before forming part of the action learning group.
Results: Five themes emerged: understanding and implementing RL; benefits of RL; challenges while implementing RL; connection between RL and patient care; and strategies to enhance the practice and implementation of RL.
Conclusions: Participants perceived RL as fostering trust, team cohesion, and open communication, and as supporting patient‐centered care, although heavy workloads, limited resources, and hierarchical norms constrained its practice. These reflections represent subjective perceptions rather than objectively measured outcomes, but they highlight RL’s potential value for leadership development in PHC settings.
Related
- What is known about consumer leadership across healthcare services, research, policy and education? A scoping review to inform change beyond visibility and the ‘glass box’ effect
- Perceptions of Nurses at a University Hospital regarding Personal Values and Leadership Percepciones de las Enfermeras de un Hospital Universitario respecto a los Valores Personales y el Liderazgo
- Perceptions, attitudes, and concerns of underrepresented groups regarding the use of big data in children and young people’s healthcare research – A systematic literature review
- How leadership attention is associated with online–offline healthcare service synergy: differentiated effects of noticing, interpreting, and acting
- Behavioral Pathways Linking Hypocritical Leadership to Knowledge Hiding in Healthcare: A Three-Wave Study of Nurses
BibTeX
@article{kalimashe2026primary,
title = {{Primary Healthcare Leaders’ Perceptions of Relational Leadership: An Action Learning Research Approach}},
author = {Lillian Kalimashe and Emmerentia du Plessis and Leepile Alfred Sehularo},
journal = {Journal of Nursing Management},
year = {2026},
month = oct,
doi = {10.1155/jonm/9979506},
url = {https://doi.org/10.1155/jonm/9979506},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Primary Healthcare Leaders’ Perceptions of Relational Leadership: An Action Learning Research Approach
AU - Lillian Kalimashe
AU - Emmerentia du Plessis
AU - Leepile Alfred Sehularo
PY - 2026
DA - 2026/10/28
JO - Journal of Nursing Management
DO - 10.1155/jonm/9979506
UR - https://doi.org/10.1155/jonm/9979506
AB - Background: In complex healthcare settings, such as primary healthcare, effective leadership is critical for fostering an environment that prioritizes patient‐centered care and strengthened team functioning. Effective leadership requires approaches that emphasize meaningful relationships, collaboration, and communication. It is different from conventional leadership, which deals with delegating authority and tasks. Little is known about how PHC leaders in under‐resourced South African settings perceive and enact relational leadership (RL) in their daily practice. Aim: This study explored PHC leaders’ perceptions of RL within a South African primary healthcare setting in Gauteng Province, using a qualitative action learning research approach. Research Design: A qualitative action learning research approach was used in this study. The data were collected from April 2024 to September 2024. Participants and Research Context: Ten leaders participated in monthly action learning group sessions, reflective journaling, and collaborative discussions over 6 months, during which the primary researcher observed interactions. Data from transcripts, journals, and the observational notes were thematically analyzed. Ethical Considerations: Ethical approval was obtained from the North‐West University Health Research Ethics Committee (NWU‐00041‐23‐A1). All participants signed a written informed consent form before forming part of the action learning group. Results: Five themes emerged: understanding and implementing RL; benefits of RL; challenges while implementing RL; connection between RL and patient care; and strategies to enhance the practice and implementation of RL. Conclusions: Participants perceived RL as fostering trust, team cohesion, and open communication, and as supporting patient‐centered care, although heavy workloads, limited resources, and hierarchical norms constrained its practice. These reflections represent subjective perceptions rather than objectively measured outcomes, but they highlight RL’s potential value for leadership development in PHC settings.
SN - 0966-0429
SN - 1365-2834
ER -