The battle for traditional leadership successions continue to have negative effects on many Tribal Authority Councils across Africa, for example, the Valoyi Tribe, part of Tsonga/Shangaan nation in South Africa, and the Godban chieftaincy conflict in the northern town of Yendi in Ghana. Community conflicts related to chieftaincy positions across South Africa are apparent. This study was an attempt to explore and describe the dynamics of the AmaTshezi chieftaincy conflict in Mthonjana village, Mqanduli. The analysis focused on exploring the AmaTshezi chieftaincy conflict in terms of conflict and conflict process theory. This explorative study sought to explore and describe the perceptions of eight ad hoc committee members (government officials) who had been involved with attempting to resolve the AmaTshezi chieftaincy conflict. The researcher conducted extensive face-to-face interviews with these committee members and thoroughly studied the necessary documents that informed the study. Thematic data analysis revealed latent conflict, conflict emergence, conflict escalation, conflict stalemate, and conflict de-escalation, as key conflict phases in the AmaTshezi chieftaincy conflict. A number of recommendations are made about how those in authority could better manage communal conflict. The recommendations may, for instance, be used in the formulation of policies to influence better conflict management by government and help the Eastern Cape House of Traditional Leaders to manage communal conflicts better and to facilitate public education programmes about issues relating to birthright leadership positions and lineage procedures.

The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.

By following a climate-friendly diet, consumers have the potential to reduce climate change. However, despite the growing awareness of the climate-friendly food options that are available, consumers still choose foods with a high carbon footprint. Following a survey design, this study aimed to determine the extent to which four psychological processes (denial, conflicting goals and aspirations, tokenism, and interpersonal influence) limit consumers’ climate-friendly food choices in South Africa. Data were collected from 151 participants using the Climate-friendly Food Choices Scale and the Psychological Barriers Scale. Regression analysis indicated that conflicting goals and aspirations and denial were the two main psychological barriers to climate-friendly food choices. Overall the barriers were negatively associated with climate-friendly food choices. Gender did not produce a significant effect in the study. Different age groups varied with regards to the extent to which they experienced the psychological barriers, but they did not differ significantly with regards to how often they made climate-friendly food choices. / Psychology / M.A. (Psychology)

Instances of fraudulent acts are often headline news in the popular press in South Africa. Increasingly, these press reports point to the government tender process as being the main enabler used by the perpetrators committing the fraud. The cause of the tender fraud problem is confidentiality breach of information. This is accomplished, in part, by compromising the tender information contained in the government information system. This results in the biased award of a tender. Typically, the information in the tender process should be used to make decisions about a tender’s specifications, solicitation, evaluation and adjudication. The sharing of said information to unauthorised persons can be used to manipulate and corrupt the process. This in turn corrupts the tender process by awarding a tender to an unworthy recipient. This research studies the generic steps in the tender process to understand how information is used to corrupt the tender process. It proposes that conflict of interest, together with a lack of information confidentiality in the information system, paves the way for possible tender fraud. Thereafter, a system of internal controls is examined within the South African government as well as in foreign countries to investigate measures taken to reduce the breach of confidential information in the tender process. By referring to the Common Criteria Security Model, various critical security areas within the tender process are identified. This measure is assisted with the ISO/IEC 27002 (2005) standard which has guiding principles for the management of confidential information. Thereafter, an information security policy,the Chinese Wall Model will be discussed as a means of reducing instances where conflict of interest may occur. Finally, an adapted Chinese Wall Model, which includes elements of the tender process, is presented as a way of reducing fraud in the government tender process. Finally, the research objective of this study is presented in the form of Critical Success Factors that aid in reducing the breach of confidential information in the tender process. As a consequence, tender fraud is reduced. These success factors have a direct and serious impact on the effectiveness of the Chinese Wall Model to secure the confidentiality of tender information. The proposed Critical Success Factors include: the Sanitisation Policy Document, an Electronic Document Management System, the Tender Evaluation Ethics Document, the Audit Trail Log and the Chinese Wall Model Prosecution Register.