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Magister Commercii (Industrial Psychology) - MCom(IPS) / This study focused on the relationship between emotional intelligence (EI) and self-efficacy amongst teachers in the Western Cape. Teachers are often emotionally overwhelmed by having to meet the demands and expectations set by the education system, parents, colleagues and learners (Coetzee & Jansen, 2007). The South African educational system is in a transitional stage. The lack of discipline in schools, the abolishment of corporal punishment, unmotivated learners, redeployment, retrenchments and retirement packages for teachers, large pupil-teacher ratios and a new curriculum approach all contribute to raising the stress levels of teachers (Ngidi & Sibaya, 2002). Teachers also experience intense, emotion-laden interactions on a daily basis and experience a great number of emotional demands compared to other professionals (Burke & Greenglass, 1995). In particular, primary school teachers in socially deprived areas at times are considered to be more a child-welfare assistant than a conventional school teacher (Eacute & Esteve, 2000). Salovey and Mayer (1990) define EI as the ability of people to deal with their emotions. The definition goes further to suggest that EI is the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one‟s thinking and action (Salovey & Mayer, 1990, as cited in Ream, 2010). Developing an individual‟s self-efficacy creates a regulation of self-awareness, which is essential in developing emotions. According to Bandura (1997), self-awareness creates a strong connection to self-efficacy, as self-efficacy emphasises selfawareness and self-regulation as factors influencing the development of self-efficacy beliefs. EI and self-efficacy merge as an individual interprets organisational realities by the ability to recognise thoughts, feelings and behaviours through self-awareness, regulation and control (Bandura, 1997). In order to enable teachers to cope effectively with these demands, this study aimed to determine the relationship between EI and self-efficacy of teachers. According to Gundlach, Marinko and Douglas (2003), the mental processes of self-efficacy can be impacted by emotions as "emotions left uncontrolled can interfere with the cognitive processing of information that can be vital to task performance" (p. 234). It can be deduced that a person with low EI and low self-efficacy will likely struggle in maintaining order in his/her daily tasks. Ream (2010) states that when individuals are able to control their emotions, make accurate attributions with regard to past workplace events and objectively understand how their emotions and attributions influence their thoughts, feelings and expectancies about future workplace events, they are better able to enhance their self-efficacy beliefs. However, when organisational members are unable to control their emotions and fail to make objective attributions with regard to causation, it is likely that they will underestimate their capabilities and that their self-efficacy perceptions will suffer (Gundlach et al., 2003). The study targeted teachers at various primary schools in the Western Cape. The respondents were asked to answer a self-administered consolidated questionnaire consisting of a biographical survey, the Schutte Self-Report Emotional Intelligence Test and the General Self-Efficacy Scale. Both these tests have been demonstrated to be psychometrically sound and their reliability and validity have been extensively reported on and supported in numerous studies. The sample group (n = 90) consisted of male and female teachers, and convenience sampling was utilised to select the sample. The key findings of this study suggest that there is no significant relationship between the EI and self-efficacy of teachers and their demographic profile. Consistent with theoretical and empirical research by Penrose, Perry and Ball (2007) and Tschannen-Moran and Woolfolk-Hoy (2001), the present investigation demonstrated that neither gender nor age nor race was significantly related to the self-efficacy levels of teachers. This study enriches the literature regarding teachers' EI and self-efficacy by exploring the existence and extent of the relationship between these two variables.

As the use of nostalgia (an individual’s yearning for positive associations with the past) as an evoked emotional appeal in advertising increases in popularity in South Africa, questions begin to arise as to whom this nostalgic appeal is most relevant. For marketers and advertisers to create the most effective advertising, they need to be able to communicate with their target markets using the appeals that are most relevant to them. This study addresses this in the context of South African print advertisements by analysing whether consumers are indeed receptive to the nostalgic appeals used in the ads, and then seeking to associate their receptiveness to their demographic characteristics (age group, gender and population group). This research was conducted via an online survey and then parametrically tested. The results indicated that insufficient evidence exited to predict the relevance of nostalgia in advertising by gender or population group. However, evidence was found that suggests that the relevance of nostalgia does vary depending on the consumers’ age.Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning and language needs were identified and managed. The current research aimed to explore the emotional needs of ELL pupils, and how they may be different to those of English speaking pupils. All data was collected from responses provided by pupils and teachers within two West Midlands based primary schools. A sequential mixed methods design was employed within a Critical Realist theoretical approach. In Phase 1 quantitative data was collected through the use of the Emotional Literacy Assessment and Intervention measure (2003) as a means of identifying emotional strengths and weaknesses. Self report checklists were completed by 106 pupils aged 9 to11, 29% of which were identified as ELL. Teacher checklists were also completed for each participant. This data was analysed using descriptive and inferential statistics. In Phase 2 qualitative data was collected via focus groups with ELL pupils and their English speaking counterparts, and semi-structured interviews were also conducted with their class teachers. Thematic analysis was used to analyse qualitative findings. Quantitative analysis of the checklist data indicated ELL pupils and their teachers scored ELL pupils as having significantly lower emotional literacy skills than their English speaking counterparts, which suggests they may have greater emotional needs. From the qualitative data, ELL pupils reported experiencing greater negative emotions at the time of starting school in the UK, in comparison to English speaking pupils of the same age. English language proficiency is identified by both ELL pupils and their teachers as the factor that has the greatest impact on their emotional well being. Protective factors such as empathic peers and language partners are identified. Possible mechanisms that may lead to the observed behaviours of ELL pupils are considered within the Critical Realist philosophy. The overall findings are discussed in relation to the literature review conducted, along with a critique of the methods used. The author discusses the lack of consideration of emotional factors within the current national approach to the learning and teaching of ELL pupils. The current study suggests ELL pupils have emotional needs that are specific to their circumstances, and highlights a need to develop a national framework which is grounded in evidence. Future research and the potential role of the educational psychologist in the development of a national ELL framework are discussed.

The purpose of this document is to explore the domain by which architecture can be interpreted through symbolism and emotional allegory. It deals with the notion that a building can become a vocabulary of historical references, and the product of many cultures through epochs of history, alien to one another but come together by manipulating elements within the architecture. / Dissertation (MArch (Prof))--University of Pretoria, 2004. / Architecture / unrestricted

The murder of women in order to uphold ‘honour’ has occurred throughout history and in many contexts. Despite high rates of domestic violence and increased rates of honour killing over the last decade in Palestine, there is a paucity of empirical data about the phenomenon, the social and cultural forces underlying it and how it affects family members emotionally and socially. The standpoint of this thesis is that Palestinian society today has no solution to honour killing (HK). This study addresses two questions: the factors that contribute to HK, as reported by the participants; and the emotional and social effects and consequences of it. The study adopted a Grounded Theory method. Data were collected using individual and group interviews with family members, professionals and neighbours associated with victims of HK. The total numbers of the participants were 43 (23 family members, 15 professionals and 5 neighbours). A feminist paradigm guided the data collection and analysis. The findings of this study have revealed that the HK phenomenon is multifaceted, grounded in the interplay of several complex factors, including institutionalized patriarchy within society, families and Palestinian culture; honour and shame values in the traditional society and other societal influences (cultural norms and values, legislative and institutional systems). This study therefore concluded that HKs were patriarchal and traditional methods of disempowering and subjugating women, enabled (directly or indirectly) by families, communities, political parties, religious leaders, professionals and the state, rendering society at large as unlikely to condemn honour killing. The main result was that although family members killed their female relatives primarily in an attempt to re-establish their honour, the murder failed in this purpose and in fact made their situation worse. Understanding this significant finding gives a clear message to family members and to the public that honour killing harms perpetrators emotionally and further damages family honour, where enter into a long process which ultimately leads to social death. Thus, multiple efforts are needed to combat HK, but this is extremely difficult. Altering the attitudes and behaviour of those who believe in HK is not an easy task but one of the first and crucial steps in combating this issue is state action. This study shows that most participants, especially family members, were concerned about family reputation and endeavoured to resolve problems within the family. This makes solving the problems inside families more difficult for any external party. Therefore, it is necessary to find ways to work with families. Further research has the potential to increase our understanding of other social factors and processes involved in honour killing, which would enable concerned parties to better craft effective intervention strategies.

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.

Successful entrepreneurial activity is important for a healthy economy and can be a major source of job creation. While the concept of entrepreneurship has been around for quite some time, researchers continue to explore the factors that underlie entrepreneurial performance. Specifically, researchers have sought to further examine why some entrepreneurial ventures are more successful than others. the concept of emotional intelligence (EI) has gained the attention of researchers and practitioners alike. Practitioners have realized that employees can no longer be perceived as biological machines that are capable of leaving their feelings, norms, and attitudes at home when they go to work. Researchers are embracing the concept of emotional intelligence because of its relationship with efficiency, productivity, sales, revenues, quality of service, customer loyalty, employee recruitment and retention, employee commitment, employee health and satisfaction, and morale. While there is considerable evidence documenting the effects of emotional intelligence on leadership performance, job performance in large firms, and educational performance, very little research has examined how emotional intelligence affects entrepreneurial performance and the variables that account for this relationship. Individuals in entrepreneurial occupations face business situations that necessitate unique skills and abilities in social interactions. Emotional intelligence has implications for entrepreneurial situations and social interactions such as negotiation, obtaining and organizing resources, identifying and exploiting opportunities, managing stress, obtaining and maintaining customers, and providing leadership. the primary purpose of this study is to investigate emotional intelligence in the context of entrepreneurship. in addition, the study will shed light on the mediating effects of individual competencies, organizational tasks, and the environmental culture and climate. the results of the study provide insights for emotional intelligence researchers, entrepreneurship researchers, individuals with entrepreneurial aspirations, academic institutions, as well as government and financial entities that provide resources to new ventures.

Background: Wilderness therapy is one type of residential treatment that has been shown to successfully engage adolescents in mental health and substance use treatment. A growing body of wilderness therapy outcomes research supports this and wilderness therapy is being increasingly recognized as a legitimate intervention for adolescents experiencing challenges with mental health and substance use. Some evidence suggests that not all elements of wilderness therapy necessarily work the same for all clients. The question of client fit in wilderness therapy, or what works for whom, is one that has yet to receive much empirical attention in the literature. Purpose: The purpose of this study is to examine how participation in one Canadian wilderness therapy program effects two outcome variables, trait emotional intelligence and readiness to change, and how client fit moderates these relationship. Specifically, this research examines: (1) changes in clients’ trait emotional intelligence from pre- to post-wilderness therapy, (2) changes in clients’ readiness to change from pre- to post-wilderness therapy, and (3) if these changes differ by pre-treatment client-level variables – sex, age, funding, digital interference in everyday life, or substance abuse severity. Methodology: Research was conducted with 48 participants ranging in age from 14 to 20 years. A longitudinal case study design was employed. Data were gathered by program staff using standardized data collection tools, modified versions of standardized tools, and administrative forms. Findings/Conclusions: Findings indicate that participation in this Canadian wilderness therapy program leads to statistically significant increases in readiness to change but not trait emotional intelligence. On average, participants who experienced interference in their everyday life due to video games or online activity before wilderness therapy had larger trait emotional intelligence change scores, while participants who experienced interference in their everyday life due to a virtual relationship had larger changes in readiness to change. None of the client-level pre-treatment variables included in this study significantly predicted increases in readiness to change following wilderness therapy. / Graduate / 2021-12-08

The workplace of today is global, fast paced and under intense pressure to stay competitive and achieve financial results. This makes change an inevitable part of any organisation because in order to survive and thrive in this environment organisations need to continuously change and re-invent themselves. This study was conducted in a mining company and the industry has been one of the biggest contributors to the South African economy for over a century. There have been many changes and developments within the mining industry over the years. The mining industry has also experienced a lot of transformational activities such as mergers, acquisitions, downsizing and restructuring. During these changing and uncertain times it is important to pay special attention to the employees in the organisation as people still remain the most important asset in any organisation. Change can be a pleasant or traumatic experience for people and this makes it important to ensure that with all changes to the work environment employees are well looked after and their wellbeing is maintained. Employee wellness has been a subject of much interest for many years and it has been found that organisations that invest in the wellness of their employees have greater benefits and are more successful at managing change. This study was conducted to investigate the impact of a restructuring exercise on the wellness of middle managers. The study aimed to determine the impact/effect of a restructuring exercise on employee wellness in a sample of employees in the middle management category. This research investigated possible wellness factors that were impacted on during this organisational restructuring exercise. Three wellness dimensions were looked at and these included: physical, mental and social dimensions of wellness. The intention is to use the information collected as guidelines in the development of future employee wellness programs, taking into account change management and how to better handle it. A qualitative approach was followed and employees from a mining company were asked to participate in the study. Data was collected firstly through the use of an open ended questionnaire and thereafter two focus groups were conducted. The focus group sessions were recorded and the data was transcribed. A process of coding was used to analyse and get the central themes from the data. In conclusion the results indicated that the restructuring exercise had a significant impact on the wellness of middle managers. The general responses were negative and indicated that people’s wellness was definitely impacted on. The key themes and sub themes that emerged across all dimensions were grouped into the following: communication, trust, personal health management (nutrition, physical health and fitness and sleeping habits), mental wellbeing (stress and anxiety, morale, uncertainty), workplace environment and social status. The role of managers/leaders was seen as key during this process. Also it was clear that the development and implementation of relevant wellness programs was important to manage employee wellness during such activities. Therefore recommendations and strategies for managing change and wellness offered in this study take into account the responses from the participants and the key issues identified. This study was conducted in a specific organisation with a limited number of participants from the Corporate Office and therefore the findings should not be generalised to other middle managers in other organisational contexts without a degree of caution. Another important limitation to consider is that this research was taken at a specific time during this restructuring exercise. The negative responses could have been influenced by the timing of this research, in that, although there was a lot of communication pertaining to the changes envisaged to employees, there however were no final decisions made or implemented yet. Employees were in a waiting period and they did not know what was going to be the extent of the impact of these changes on them. A recommendation is that this research is undertaken at a later stage when all changes are implemented. In this case this was however not possible due to a time factor from the researcher’s side and delays within the organisation. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management / unrestricted