In an ever-changing world, work and personal life are the main areas in which most employed adults spend their time. Today the essence of the relationship between work- and personal life is that these two domains overlap and interact. Consequently, an increasing number of employed adults are confronted with bigger demands in both their work and personal lives, and many of their daily hassles stem from job responsibilities that are incompatible with responsibilities in their personal lives. Educators' work has also become more intricate and demanding and may be one of the professions in which individuals find it difficult to combine their work and personal lives. The objective of this study was to determine how Setswana-speaking educators experienced their work-personal life interaction (WPLI), and more specifically to determine the significant domains, antecedents, consequences and strategies associated with WPLI for the participants. A non-probability purposive voluntary sample (N = 10) was taken of Setswana-speaking secondary school educators from the Potchefstroom and Klerksdorp areas in the North West Province. Data collection was done through a phenomenological method of semi-structured in-depth interviews. Data was analysed by the use of content analysis The results indicated that educators experienced factors in both their work and personal lives to be demanding. In addition, work demands led to various time constraints and strain. However, factors were identified that made the demands less overwhelming and it was also found that educators valued certain things (family, friends, leisure time, church and personal time) in their personal lives. Educators nevertheless employed certain strategies to cope with this interaction, which in turn led to numerous positive outcomes. Lastly, an interesting finding relating to this study was that educators felt a responsibility towards the children. Recommendations were made for the organisation and for future practice. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

In an ever-changing world, work and personal life are the main areas in which most employed adults spend their time. Today the essence of the relationship between work- and personal life is that these two domains overlap and interact. Consequently, an increasing number of employed adults are confronted with bigger demands in both their work and personal lives, and many of their daily hassles stem from job responsibilities that are incompatible with responsibilities in their personal lives. Educators' work has also become more intricate and demanding and may be one of the professions in which individuals find it difficult to combine their work and personal lives. The objective of this study was to determine how Setswana-speaking educators experienced their work-personal life interaction (WPLI), and more specifically to determine the significant domains, antecedents, consequences and strategies associated with WPLI for the participants. A non-probability purposive voluntary sample (N = 10) was taken of Setswana-speaking secondary school educators from the Potchefstroom and Klerksdorp areas in the North West Province. Data collection was done through a phenomenological method of semi-structured in-depth interviews. Data was analysed by the use of content analysis The results indicated that educators experienced factors in both their work and personal lives to be demanding. In addition, work demands led to various time constraints and strain. However, factors were identified that made the demands less overwhelming and it was also found that educators valued certain things (family, friends, leisure time, church and personal time) in their personal lives. Educators nevertheless employed certain strategies to cope with this interaction, which in turn led to numerous positive outcomes. Lastly, an interesting finding relating to this study was that educators felt a responsibility towards the children. Recommendations were made for the organisation and for future practice. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

In contemporary society, work and home represent the two most significant domains in the life of a working individual. In order to help an individual live optimally, the work and personal life domains must no longer be regarded as separate domains, but as highly interrelated. The work and personal life domains must influence each other in a positive way to assist the individual in his daily responsibilities at work and in his personal life. A high proportion of employed workers, however, have serious difficulties in combining obligations in their work and personal lives. Educators are one of the occupations that may find it difficult to integrate their work and personal life. The objectives of this research were to determine how Afrikaans-speaking educators experienced Work-Personal Life Interaction (WPLI), to determine the domains in Afrikaans-speaking educators' lives that could interact with one another, to determine the main antecedents and consequences of WPLI for Afrikaans-speaking educators and to investigate which strategies Afrikaans-speaking educators used to deal with WPLI issues. A non-probability purposive voluntary sample (N = I I) of Afrikaans-speaking secondary school educators was used from the North West Province (in the Potchefstroom and Promosa areas). A qualitative design from a phenomenological approach was used to determine educators' experience of WPLI. Content analysis was used to analyse, quantify and interpret the research data. The results indicated that educators experienced certain aspects in their work environment and personal lives as demanding. Certain dimensions were identified in both their work and personal lives. As a result of a demanding work environment, they experienced time and strain-based conflict between their work and personal lives. However, it was found that educators possessed various factors that facilitated their WPLI and strategies they used to deal with WPLI issues. Recommendations were made for the organisation and for future research. / Thesis (M.Comm. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Emotions play a profound role in the workplace, especially in the human service profession. Service agents, for example educators, are expected to express socially desired emotions in a service interaction with learners. This direct face-to-face contact with learners requires a lot of emotions and in order to advance educational goals, teachers perform Emotion Work. Factors like the individual factor Emotional Intelligence and organisational factors like Job Autonomy, Supervisor- and Co-worker Support have a profound impact on how Emotion Work is experienced. Emotion Work has an influence on the experience of Well-Being. The objective of this research is to determine the relationship between Emotion Work, Emotional Intelligence, Organisational Factors and Well-Being within secondary schools in South Africa. The research method consists of a literature review and an empirical study. A cross-sectional survey design was used to collect the data. A non-probability convenience sample was taken from 257 educators in high schools in the Gauteng Province. The Schutte Emotional Intelligence Scale (SEIS), The Utrecht Work Engagement Scale (UWES), Oldenburg Burnout Inventory (English version) (OBLI). Scale from the Frankfurt Emotion Work Scales (FEWS) and Organisational Factor Scale were used as measuring instruments. The statistical analysis was carried out with the SPSS-programme. The statistical methods utilised in the article consisted of descriptive statistics, Cronbach alpha coefficients, factor analysis (using a principle components analysis), Pearson product-moment correlation coefficients and multiple regression analyses were used to analyse the data. A factor analysis confirmed two factors for Burnout, consisting of Exhaustion and Mental Distance; Emotion Work also consists of two factors namely Positive Emotion Work and Negative Emotion Work, Emotional Intelligence (four factors) consisting of Mood Regulation/Optimism, Emotion Management/Social Skills, Emotion Appraisal and Emotion Detachment. The OF (Organisational Factors) and UWES both showed acceptable internal consistencies. The analysis of Pearson correlations in this study showed that Exhaustion is negatively correlated with Job Autonomy, Supervisory Support and Engagement, while positively correlated with Negative Emotion Work and Mental Distance. Mental Distance is negatively correlated with Job Autonomy, Supervisory Support and Engagement and positively correlated with Negative Emotion Work. Engagement is positively correlated to Mood Regulation/Optimism, Emotion Management/Social Skills, Co-worker Support and Supervisory Support. Emotion Management/Social Skills is positively correlated to Emotion Appraisal and lastly Supervisor Support is positively correlated to Co-worker Support. A regression analysis with Engagement as dependent variable indicated that Positive Emotion Work, Negative Emotion Work, Mood Regulation/Optimisrn and Supervisor Support in an educator environment were the best predictors of Engagement. With Exhaustion as the dependent variable, Negative Emotion Work, Job Autonomy and Supervisor Support were the best predictors of Exhaustion and with Mental Distance as the dependent variable, Negative Emotion Work, Job Autonomy and Supervisor Support were the best predictors of Mental Distance. Recommendations are made for the educators' profession and for future research purposes. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

In contemporary society, work and home represent the two most significant domains in the life of a working individual. In order to help an individual live optimally, the work and personal life domains must no longer be regarded as separate domains, but as highly interrelated. The work and personal life domains must influence each other in a positive way to assist the individual in his daily responsibilities at work and in his personal life. A high proportion of employed workers, however, have serious difficulties in combining obligations in their work and personal lives. Educators are one of the occupations that may find it difficult to integrate their work and personal life. The objectives of this research were to determine how Afrikaans-speaking educators experienced Work-Personal Life Interaction (WPLI), to determine the domains in Afrikaans-speaking educators' lives that could interact with one another, to determine the main antecedents and consequences of WPLI for Afrikaans-speaking educators and to investigate which strategies Afrikaans-speaking educators used to deal with WPLI issues. A non-probability purposive voluntary sample (N = I I) of Afrikaans-speaking secondary school educators was used from the North West Province (in the Potchefstroom and Promosa areas). A qualitative design from a phenomenological approach was used to determine educators' experience of WPLI. Content analysis was used to analyse, quantify and interpret the research data. The results indicated that educators experienced certain aspects in their work environment and personal lives as demanding. Certain dimensions were identified in both their work and personal lives. As a result of a demanding work environment, they experienced time and strain-based conflict between their work and personal lives. However, it was found that educators possessed various factors that facilitated their WPLI and strategies they used to deal with WPLI issues. Recommendations were made for the organisation and for future research. / Thesis (M.Comm. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Emotions play a profound role in the workplace, especially in the human service profession. Service agents, for example educators, are expected to express socially desired emotions in a service interaction with learners. This direct face-to-face contact with learners requires a lot of emotions and in order to advance educational goals, teachers perform Emotion Work. Factors like the individual factor Emotional Intelligence and organisational factors like Job Autonomy, Supervisor- and Co-worker Support have a profound impact on how Emotion Work is experienced. Emotion Work has an influence on the experience of Well-Being. The objective of this research is to determine the relationship between Emotion Work, Emotional Intelligence, Organisational Factors and Well-Being within secondary schools in South Africa. The research method consists of a literature review and an empirical study. A cross-sectional survey design was used to collect the data. A non-probability convenience sample was taken from 257 educators in high schools in the Gauteng Province. The Schutte Emotional Intelligence Scale (SEIS), The Utrecht Work Engagement Scale (UWES), Oldenburg Burnout Inventory (English version) (OBLI). Scale from the Frankfurt Emotion Work Scales (FEWS) and Organisational Factor Scale were used as measuring instruments. The statistical analysis was carried out with the SPSS-programme. The statistical methods utilised in the article consisted of descriptive statistics, Cronbach alpha coefficients, factor analysis (using a principle components analysis), Pearson product-moment correlation coefficients and multiple regression analyses were used to analyse the data. A factor analysis confirmed two factors for Burnout, consisting of Exhaustion and Mental Distance; Emotion Work also consists of two factors namely Positive Emotion Work and Negative Emotion Work, Emotional Intelligence (four factors) consisting of Mood Regulation/Optimism, Emotion Management/Social Skills, Emotion Appraisal and Emotion Detachment. The OF (Organisational Factors) and UWES both showed acceptable internal consistencies. The analysis of Pearson correlations in this study showed that Exhaustion is negatively correlated with Job Autonomy, Supervisory Support and Engagement, while positively correlated with Negative Emotion Work and Mental Distance. Mental Distance is negatively correlated with Job Autonomy, Supervisory Support and Engagement and positively correlated with Negative Emotion Work. Engagement is positively correlated to Mood Regulation/Optimism, Emotion Management/Social Skills, Co-worker Support and Supervisory Support. Emotion Management/Social Skills is positively correlated to Emotion Appraisal and lastly Supervisor Support is positively correlated to Co-worker Support. A regression analysis with Engagement as dependent variable indicated that Positive Emotion Work, Negative Emotion Work, Mood Regulation/Optimisrn and Supervisor Support in an educator environment were the best predictors of Engagement. With Exhaustion as the dependent variable, Negative Emotion Work, Job Autonomy and Supervisor Support were the best predictors of Exhaustion and with Mental Distance as the dependent variable, Negative Emotion Work, Job Autonomy and Supervisor Support were the best predictors of Mental Distance. Recommendations are made for the educators' profession and for future research purposes. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

The aim of this study was to investigate the management of in-service education and training (INSET) conducted for teachers, in particular in rural secondary schools in the Zoutpansberg West Circuit, Limpopo Province. The problem was conducted by a literature study and empirical investigation. The literature review explored various definitions of INSET and related concepts and dealt with the provision of in-service training for teachers in developing countries such as Kenya and South Africa and a developed country such as Britain. The empirical study investigated the management of INSET for secondary school educators in rural areas using a questionnaire administered to educators in eleven secondary schools in the Zoutpansberg West Circuit. Findings indicated strengths and weaknesses of INSET. Based on the literature and the empirical investigation, recommendations are made for the Department of Education with regard to the provision of INSET. / Educational Studies / M. Ed (Education Management)

The aim of this study was to investigate the management of in-service education and training (INSET) conducted for teachers, in particular in rural secondary schools in the Zoutpansberg West Circuit, Limpopo Province. The problem was conducted by a literature study and empirical investigation. The literature review explored various definitions of INSET and related concepts and dealt with the provision of in-service training for teachers in developing countries such as Kenya and South Africa and a developed country such as Britain. The empirical study investigated the management of INSET for secondary school educators in rural areas using a questionnaire administered to educators in eleven secondary schools in the Zoutpansberg West Circuit. Findings indicated strengths and weaknesses of INSET. Based on the literature and the empirical investigation, recommendations are made for the Department of Education with regard to the provision of INSET. / Educational Studies / M. Ed (Education Management)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)