No description available.

Thesis_Katholieke Universiteit Nijmegen, 2000. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 110-128).

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2009) Includes bibliographical references.

Thesis (J.C.L.)--Catholic University of America, 2003. / Includes bibliographical references (leaves 77-83).

M.Phil. / The major socio-political, technical and global changes in the world have placed increased demands on managers in the corporate environment to develop people orientated skills. In this study emotional leadership was offered as a possible solution to this problem. This essay researched the problem from a personal and professional leadership perspective with the aim to: • investigate the nature of emotional leadership; • investigate the role and contribution of emotional leadership in the corporate workplace; and • identify ways in which managers can apply emotional leadership in the workplace to enhance their effectiveness as managers. In chapter two a word and concept analysis was done and it was found that emotional leadership is the ability to think logically with emotion in four areas: to perceive emotion; to integrate it in thought; to understand it; and to manage it. This ability begins with the self and evolves to include others. Emotional leadership implies to be aware of the messages emotions are conveying, and to manage them effectively, instead of being controlled by emotions. Furthermore it was found that emotional leadership is an ability consisting of hierarchical building blocks with every level bringing together and building on the capabilities of all the preceding ones. In order of hierarchical importance, emotional leadership can be interpreted as: • self-awareness or the ability to monitor the self, observe self in action, and to influence personal actions; • the ability to manage own emotions to personal benefit; • the ability to read, recognise, and discern the emotions of others, and to respond appropriately; and • the ability to assist others to manage their emotions and to respond effectively; It was also found that emotional leadership is not the sole predictor of workplace success. There is, however, agreement and evidence to conclude that emotional leadership can assist with workplace effectiveness and can be effectively used to improve individual, as well as organisational performance. There is also widespread agreement that with the correct training and experiences, managers in the corporate environment can improve their knowledge on emotions and how to manage it effectively, and thus enhance personal effectiveness. It is thus recommended that organisations, in developing people skills, should ensure that an effective balance exists between emotional leadership training and functional skills training. The training should focus on the lymbic system, which facilitates effective emotional leadership development. To ensure holistic training of managers, the training should include all aspects of personal development, as well as interpersonal effectiveness.

M.Phil. / This research essay focussed on the nature and importance of emotional leadership in the school context within a personal leadership framework. Personal leadership in essence endeavours to guide an individual to personal mastery and focuses on three important questions, which will provide individuals with greater clarity namely: • Who am I? • Where do I want to go with my life? • How will I do this? Our schools are characterised by teachers and learners with a low morale and negative emotional problems. The emotional problems experienced in our schools are evident from media reports on suicidal tendencies, stress, depression and aggressiveness by teachers and learners. Teachers and learners do not understand their emotional reactions and are unaware of strategies to manage their emotions, as well as those of others. Emotional leadership is one of the areas where teachers and learners can benefit from the dynamics of personal leadership. The aim of this study was to investigate the contribution of emotional leadership in the school context. In order to realise this aim, a conceptual analysis of emotional leadership was conducted in chapter two. The essay is based on a literature study and the following steps were employed: library searches on words and concepts related to emotional leadership; research on authoritative sources, including consultation with books and journals. The outcome of this conceptual analysis was a definition of emotional leadership. Self-awareness, managing emotions appropriately, motivating oneself and others, empathy and handling relationships and managing emotions in others well, were described as the components of emotional leadership. Chapter three focussed on the importance of emotional leadership in a school context. Guidelines for the application of emotional leadership in a school context were formulated at the end of chapter three. The following findings were formulated as guidelines for the application of emotional leadership in a school context: • Teachers and learners are encouraged to make proactive choices for their lives and not blaming others for their circumstances. • In order to experience emotional security teachers and learners are encouraged to have a clear vision of the future. • Teachers and learners should perceive themselves more positively to improve their self-image. • Teachers and learners should develop a very strong sense of humour to assist them to get rid of negative emotions and increase their empathy and tolerance levels. • Leading a life of honesty and integrity will ensure emotional security for teachers and learners. • Teachers should continuously listen to their learners with empathy in order to enhance the self-confidence and self-esteem of their learners.

No description available.

In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van hul siening van hul eie waarde. Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met 'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van Suid-Afrika. / This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

The purpose of this research was to examine the nature of the relationship among the four major emotional intelligence realms--that is, Identify, Use, Understand, and Manage--of pastoral team leaders to the level of effectiveness of the team he leads. This relationship was evaluated by the lead pastors themselves and the members of their pastoral leadership teams. Three instruments were used in the research process: (1) the Wong and Law Emotional Intelligence Scale--a self-report instrument completed by the lead pastors, (2) the short version of the Team Effectiveness Questionnaire--completed by all participants, and (3) the Leader Emotional Intelligence Strength Rater--a qualitative instrument created by this researcher to be completed by team members to help assess the emotional intelligence of their pastoral team leader and how it influenced the effectiveness of their teams. From this research, four primary discoveries about the nature and strength of these relationships were discerned, one for each emotional intelligence (EI) realm. In the Identify EI realm, it was discovered that a pastoral leader's Identify EI skill of being able to "recognize his own feeling" related strongly to the team effectiveness realm of Principled Leadership. In the Use EI realm, the research revealed that the ability to "inspire others" demonstrated the strongest relationship of the pastoral team leaders' Use EI skills to their teams' effectiveness. Specifically, this skill related to the team effectiveness realm of creating team Collaboration. In the EI Understand realm, the skill of "makes correct assumptions about people" correlated strongly to the team effectiveness realm of Principled Leadership. And in the emotional competency Manage realm, the EI skill of "connects with other people" demonstrated the strongest relationship to the team effectiveness. This Manage EI skill correlated strongly to the team effectiveness area of creating team Collaboration. In sum, this research has demonstrated that within the pastoral team leaders and the teams that were the subjects of this research, specific EI abilities of the pastoral team leader relate to and influence particular realms team effectiveness. Moreover, these relationships can be evaluated by their strength of correlation and influence. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.