The primary objective of this dissertation was to investigate the relationship between intrinsic rewards, personality and emotional intelligence within the education sector within South Africa. In order to achieve this objective, the researcher tested a theoretical model using regression analysis, and made use of Pearson’s Product Moment Correlations. A further aim was to investigate whether differences existed according to teaching sector and teaching level with regards to these constructs. This was done using t-tests and analysis of variance tests. Moreover, the researcher aimed to further validate the Intrinsic Work Rewards Scale within the South African context. This was done via the use of confirmatory factor analysis. The questionnaire was completed by a total of 269 educators spanning across eleven educational institutions, including institutions within the private and public sector, and primary, secondary and tertiary educational institutions within the Eastern Cape. Data analysis was conducted using descriptive statistics which included frequency tables, and pie charts, and the aforementioned inferential statistics. The findings revealed a number of correlations between the three constructs, and significant differences between private and public sector institutions, and between primary, secondary and tertiary institutions with regards to intrinsic rewards, personality factors and emotional intelligence. The proposed theoretical model could be partly accepted as it showed that a correlation does exist between Extraversion, Neuroticism, Agreeableness and Conscientiousness (Openness was not correlated) and intrinsic rewards, and between intrinsic rewards and emotional intelligence. Moreover, the model showed that emotional intelligence acted as a mediator and partial mediator in predicting one’s level of intrinsic rewards via Extraversion, Neuroticism, Agreeableness and Conscientiousness, but no mediation could be shown with regards to Openness. Finally, the results of confirmatory factor analysis confirmed that the Intrinsic Work Rewards Scale showed acceptable fit and thus provided evidence for this instrument holding construct validity within the South African context. These results theoretically contribute to the area of intrinsic rewards, and have uncovered a new area whereby intrinsic rewards are shown to be related to personality factors and emotional intelligence. The findings of this study hold important implications for the effective management of educators in the South African context.

Summary: The central purpose of this study was to establish whether there is a positive relationship between a high achievement motive (as measured by the Thematic Apperception Test, using the Arnold's scoring system) in Blacks and Good Job Performance (as measured by good merit and supervisory ratings). Factors taken into consideration in the study were: (i)level of urbanization (ii)resistance to change (iii)job satisfaction. An alternative method of scoring the T.A.T. (McClelland) was compared with the Arnold System. A novel T.A.T. was designed with pictures with which the Blacks could easily identify, so that the writing of stories was facilitated. The level of urbanization and resistance to change were measured on the Urban- Rural Scale. Job satisfaction was measured by means of the Job Satisfaction Index. The measures of job performance were obtained by means of 'man specifications' and merit ratings. The Achievement Motivation Score was found to be significantly positively correlated at the ,05 level with job performance ratings, but a predictive study would have to be carried out before it can be accepted as predictive of job performance. Level of urbanization had no significant effect on the achievement, motivation scorer (Arnold System) whereas 'the 'Resistance to Change' factor was found to be significantly negatively correlated at the ,05 level with the achievement motivation scores (Arnold). 'Too little information was available to establish the relationship between high achievement motivation scores (Arnold), low job performance ratings and low job satisfaction scores. No significant correlations was obtained between the McClelland scores on the T.A.T., and the Arnold scores as well as between the McClelland scores on the T.A.T. and job performance ratings. The T.A.T., using the Arnold scoring system, proved to be a reliable test (both test - retest and inter - scorer reliabilities This study showed that the T.A.T. has strong possibilities of playing a large role in the selection of Blacks for higher level jobs in industry.

M. Ed. / We live in an era of technology where people strive for technological precision and higher standards of living. We can describe this as the information era where it is no longer possible to expect from learners to memorise all given information. Apart from that, we live in a multi-cultural society which leads to unique considerations that have to be accommodated. We are faced with a variety of problems such as economic instability, corruption and crime. An allover result of such conditions could cumulate in problems with discipline. The school is only one of the entities in the total process of learning and current changes in the educational system focus on the responsibility to enrich the child with life-long learning habits. Learning opportunities outside schools are encouraged to enhance self-development and learning. This study aims to explore and describe the life-world of the classical principal dancer in order to gain an understanding of what it takes to become a top performer. The qualities that support educational development and self-development will be outlined. An explorative, descriptive, contextual and qualitative study was carried out with the view to obtain insight and understanding with regard to the classical principal dancer's life-world, what it takes to perform and to reach the top. The research is conceptulised and focuses on principal dancers of the South African Ballet Theatre and the Cape Town City Ballet. The phenomenological interviewing method was used as well as the taking of field notes. The interviews were audio taped and then transcribed. The researcher made use of Tesh's method to process the data. Guba's model was applied to ensure trustworthiness of the research.

This investigation was undertaken to explore an incentive system to maximize performance in an automotive manufacturing environment. The unit under study was a motor manufacturing company in the Eastern Cape in South Africa. The approach to this investigation was to start with a quantitative analysis to identify if there was a relationship between the incentive reward and employee satisfaction. This was to be done by correlation analysis between the Job Descriptive Index (JDI) and the performance related incentive reward (PBR) of the abovementioned company. The data was then used to develop an interview guide, which was used in a focus group study, to evaluate the current incentive system as a motivator of performance. The analysis of the qualitative interview data was to be done through the use of thematic analysis. Using a percentage based estimation per production line, 150 workers were selected from the 2100 shop floor workers. The Job Descriptive Index (JDI) questionnaires were used to measure the satisfaction index of the workers. The performance data was gathered from the company's incentive statistics over the past year, 2004. All other related data was obtained though thematic analysis by the researcher, who was interested to get the insiders' view. From the emic perspective, more data could be obtained by the researcher by probing with follow-up questions. After both the quantitative and qualitative procedures were completed, the results of the study were found to be much the same as those described in the reviewed literature. The quantitative analysis did not prove a significant correlation between incentive reward and satisfaction; and employees were most satisfied with work, supervision and co-workers and less satisfied with pay and promotion. The qualitative procedure (thematic analysis) highlighted that the current reward system was not motivating performance, but rather demoralised employees, as it was used as a punitive measure to encourage work attendance. The current system also confirmed the error made by many organisations, where the organization purely concentrates on motivating employees with extrinsic rewards and little thought is given to intrinsic recognition.

In the study the researcher has investigated the effectiveness of the use of the balanced score card as a performance management tool for grade 12 mathematics teachers at Amajingqi Secondary School in Adelaide, in the Fort Beaufort district, circuit 8. Thirty learners, four principals, four educators who teach mathematics and the mathematics Head of Department in the schools were selected as participants in this research. A questionnaire (Appendix A) was handed out to principals, HOD’s, mathematics educators and learners doing mathematics in the four schools (4) selected for the study. The main findings of this study were: Mathematics teachers had an average of sixteen years of experience in the subject. Maths teachers do no pay much attention to slow learners. Learners are demotivated and need motivation to perform above average. Learners do not practice mathematics enough. Parental involvement is lacking in assisting learners with schoolwork let alone mathematics. Maths teachers are overloaded with work as in the schools researched one teacher would teach mathematics from Gr. 8 to 12.

Motivation is critical to the effective management of social workers in an organisation. A literature study of the concept motivation and an empirical study on the motivational function of the social work manager were conducted. This exploratory/descriptive study aimed to set scientifically grounded guidelines for the implementation of motivation as management function of social work managers. The literature indicated that motivating employees is the responsibility of social work managers. Research showed that social workers, social work managers and the organisation do benefit from motivation. The respondents indicated that motivation as a management function is important. They highlighted that intrinsic motivation and internal and external motivators influence their motivation positively. Organisational policies and a leadership style characterised by autocracy and a laissez-faire approach are demotivating. Social work managers should apply the principles of motivation theories, motivational strategies and guidelines to maintain and sustain motivation. Conclusions and recommendations were made regarding the motivational function of the social work manager. / Social work / M. Diac. (Social Work)

Motivation is critical to the effective management of social workers in an organisation. A literature study of the concept motivation and an empirical study on the motivational function of the social work manager were conducted. This exploratory/descriptive study aimed to set scientifically grounded guidelines for the implementation of motivation as management function of social work managers. The literature indicated that motivating employees is the responsibility of social work managers. Research showed that social workers, social work managers and the organisation do benefit from motivation. The respondents indicated that motivation as a management function is important. They highlighted that intrinsic motivation and internal and external motivators influence their motivation positively. Organisational policies and a leadership style characterised by autocracy and a laissez-faire approach are demotivating. Social work managers should apply the principles of motivation theories, motivational strategies and guidelines to maintain and sustain motivation. Conclusions and recommendations were made regarding the motivational function of the social work manager. / Social work / M. Diac. (Social Work)