The primary aim of this research was to determine whether there is a relation between locus of control, transformational leadership and management success. One hundred and one shift overseers completed selfevaluation questionnaires on locus of control and transformational leadership. Thereafter, in turn, the managers completed evaluation questionnaires on the work performance of the shift overseers. The Pearson correlation coefficient showed statistically significant interrelations between internal locus of control, autonomy and transformational leadership. The three scales of management success also showed a strong positive correlation. Canonical correlations indicated that only one variant could be interpreted and that high internal control and high autonomy are associated with high transformational leadership and laissez faire leadership style. According to the literature overview, a positive relation exists between internal locus of control, transformational leadership and management success as well as organisational performance. An attempt is made to account for these diverse findings in terms of the relevance of a performance model within an organisational context. / Die primere doel van hierdie navorsingstudie was om te bepaalof daar 'n verband is tussen lokus van beheer, transformasionele leierskap en bestuursukses. Eenhonderd en een skoftoesighouers het selfbeoordelings-vraelyste oor lokus van beheer en transformasionele leierskap voltooi. Daarna het die bestuurders beoordelingsvraelyste oor die skoftoesighouers se werksprestasie voltooi. Die Pearson korrelasietoets het getoon dat daar statisties beduidende verbande is tussen interne lokus van beheer, outonomie en transformasionele leierskap. Die drie skate van bestuursukses het onderling sterk positief gekorrelleer. Kanoniese korrelasies het aangedui dat slegs een variaat interpreteer kan word en dat hoe interne beheer en hoe outonomie geassosieer is met hoe transformasionele leierskap en lae laissez faire-leierskapstyl. Die literatuurstudie het getoon dat daar 'n positiewe verband is tussen interne lokus van beheer, transformasionele leierskap en bestuursukses asook organisasie-prestasie. Verklarings vir hierdie teenstellende bevindings word gegee aan die hand van die relevansie van 'n prestasiemodel binne 'n organisasiekonteks. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

This research deals with organisation culture in the Chemical Industry, with specific reference to the culture in Gas Production. In the literature survey, the concept 'organisation culture' is studied theoretically from the perspective of Burke and Litwin. Theoretically, differences may occur between the current and desired organisation culture, between divisions and between levels of authority. The conclusion is drawn that culture change involves the whole organisation. In the empirical investigation, the Organisation Culture Index is applied to 36 employees at management level and 138 at employee level. The empirical findings show that there are significant differences. The empirical findings therefore support the theoretical findings that a single culture does not always exist in an organisation. This research also confirms that the culture in this organisation may not be appropriate for the present era. / Hierdie navorsing ondersoek organisasiekultuur in die Chemiese Bedryf, met spesifieke verwysing na die kultuur in Gasproduksie. In die literatuuroorsig word die konsep "organisasiekultuur" teoreties vanuit Burke en Litwin se perspektief beskou. Teoreties kan verskille in organisasiekultuur tussen die huidige en die verlangde organisasiekultuur, tussen afdelings en tussen gesagsvlakke voorkom. Die afleiding word gemaak dat kultuurverandering die totale organisasie betrek. In die empiriese ondersoek word die Organisasiekultuurindeks op 36 werknemers van die bestuursgroep en 138 van die werknemersgroep toegepas. Uit die empiriese bevindinge blyk dit dat daar betekenisvolle verskille in organisasiekultuur voorkom. Die empiriese bevindinge steun die teoretiese bevindinge dat daar nie altyd sprake is van 'n enkele kultuur in 'n organisasie nie. Daar word ook vasgestel dat hierdie organisasie se organisasiekultuur nie toespaslik is vir die huidige era nie. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

The academic environment in higher education institutions has changed over the last years due to certain factors, which in turn, have influenced the way in which higher education institutions are governed. This has resulted in a shift in the way management and leadership are approached to ensure efficiency and effectiveness in higher education institutions. The role of teams in the academic environment is crucial to assist the institution in meeting institutional goals and adhering to national educational objectives, which in turn assumes that leadership is a key element in the development of successful teams. However, it is necessary to distinguish between leadership and management as these concepts are not synonyms and have different operational functions. The focus of this study is to ascertain what the leadership role of School Directors in the Faculty of Arts of the Potchefstroom Campus of North-West University (NWU), is in team development. As the NWU is a higher education institution, it is important to place the focus of the study in this context and, therefore, a description is given of the higher education environment in South Africa. Tuckman and Jensen’s (1977) five-stage model of team development is used to ascertain whether the academic teams in the Faculty of Arts are functioning optimally and whether there is, in fact, team development. This model is furthermore important for this study as it ascertains whether the School Director assists and plays an active role in the development of the team. The study furthermore aims to establish whether a transformational or transactional leadership style, or both, is portrayed by School Directors and which of these styles, or a presence of both styles, enhances the leadership role of School Directors in team development. The empirical findings were obtained by means of a qualitative research method. Semi-structured questionnaires were distributed to academics in all five Schools in the Faculty of Arts, as well as to the School Directors and the high return rate of 91% increase the validity of the study. The questionnaires explored and described how the academics, as well as the School Directors, perceived their leadership roles in team development. The findings from the questionnaires indicated that there were instances when the perception of School Directors differed from the perceptions of academics pertaining to the effectiveness of the team and the leadership style portrayed by School Directors. The analysis of the results from the questionnaires indicated that both transactional and transformational leadership styles were portrayed by School Directors, and that effective team development warranted a combination of these two leadership styles. Recommendations were made accordingly and a strategy proposed to enhance the role of School Directors in the development of academic teams. / M Development and Management, North-West University, Potchefstroom Campus, 2014

Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

The academic environment in higher education institutions has changed over the last years due to certain factors, which in turn, have influenced the way in which higher education institutions are governed. This has resulted in a shift in the way management and leadership are approached to ensure efficiency and effectiveness in higher education institutions. The role of teams in the academic environment is crucial to assist the institution in meeting institutional goals and adhering to national educational objectives, which in turn assumes that leadership is a key element in the development of successful teams. However, it is necessary to distinguish between leadership and management as these concepts are not synonyms and have different operational functions. The focus of this study is to ascertain what the leadership role of School Directors in the Faculty of Arts of the Potchefstroom Campus of North-West University (NWU), is in team development. As the NWU is a higher education institution, it is important to place the focus of the study in this context and, therefore, a description is given of the higher education environment in South Africa. Tuckman and Jensen’s (1977) five-stage model of team development is used to ascertain whether the academic teams in the Faculty of Arts are functioning optimally and whether there is, in fact, team development. This model is furthermore important for this study as it ascertains whether the School Director assists and plays an active role in the development of the team. The study furthermore aims to establish whether a transformational or transactional leadership style, or both, is portrayed by School Directors and which of these styles, or a presence of both styles, enhances the leadership role of School Directors in team development. The empirical findings were obtained by means of a qualitative research method. Semi-structured questionnaires were distributed to academics in all five Schools in the Faculty of Arts, as well as to the School Directors and the high return rate of 91% increase the validity of the study. The questionnaires explored and described how the academics, as well as the School Directors, perceived their leadership roles in team development. The findings from the questionnaires indicated that there were instances when the perception of School Directors differed from the perceptions of academics pertaining to the effectiveness of the team and the leadership style portrayed by School Directors. The analysis of the results from the questionnaires indicated that both transactional and transformational leadership styles were portrayed by School Directors, and that effective team development warranted a combination of these two leadership styles. Recommendations were made accordingly and a strategy proposed to enhance the role of School Directors in the development of academic teams. / M Development and Management, North-West University, Potchefstroom Campus, 2014

Registered nurses are the first contact for individuals seeking medical attention in the health system. These nurses have leaders who encourage them and they have goals and dreams to reach. The leadership of a hospital are responsible for creating a positive working environment so as to maintain job satisfaction for all. When subordinates are satisfied with their job they tend to stay and become more productive in their workplace. Leadership has an influence on the level of job satisfaction and therefore influences whether they leave or stay in the workplace. The objectives of the study were to describe the status of leadership, job satisfaction and the intention to leave among registered nurses in hospitals in the North-West and Free State Provinces. The relationship between leadership, job satisfaction and intention to leave among registered nurses in hospitals in the North-West and Free State Provinces was also investigated. The research design in this study was quantitative, descriptive, explanatory and contextual in nature. The sample included registered nurses (RNs) in medical and surgical units in both private and public hospitals in the North-West and Free State provinces of South Africa, (n = 204). Data was collected using the RN4CAST questionnaire. EpiData and SPSS statistical programmes were used to analyze data. The results of the study showed that most registered nurses were satisfied with the items of leadership except for the praise and recognition item (55.7%). Most registered nurses showed high levels of overall job satisfaction (70.5%), but were dissatisfied with wages (50%), study leave (40.9%) and opportunity for advancement (40.1%). Furthermore, the registered nurses showed high intention to leave their current hospitals (46.1%). The results also indicated a relationship between leadership, job satisfaction and intention to leave among registered nurses in medical and surgical wards in both private and public hospitals. Recommendations for policy, education, practice and future research were made. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Registered nurses are the first contact for individuals seeking medical attention in the health system. These nurses have leaders who encourage them and they have goals and dreams to reach. The leadership of a hospital are responsible for creating a positive working environment so as to maintain job satisfaction for all. When subordinates are satisfied with their job they tend to stay and become more productive in their workplace. Leadership has an influence on the level of job satisfaction and therefore influences whether they leave or stay in the workplace. The objectives of the study were to describe the status of leadership, job satisfaction and the intention to leave among registered nurses in hospitals in the North-West and Free State Provinces. The relationship between leadership, job satisfaction and intention to leave among registered nurses in hospitals in the North-West and Free State Provinces was also investigated. The research design in this study was quantitative, descriptive, explanatory and contextual in nature. The sample included registered nurses (RNs) in medical and surgical units in both private and public hospitals in the North-West and Free State provinces of South Africa, (n = 204). Data was collected using the RN4CAST questionnaire. EpiData and SPSS statistical programmes were used to analyze data. The results of the study showed that most registered nurses were satisfied with the items of leadership except for the praise and recognition item (55.7%). Most registered nurses showed high levels of overall job satisfaction (70.5%), but were dissatisfied with wages (50%), study leave (40.9%) and opportunity for advancement (40.1%). Furthermore, the registered nurses showed high intention to leave their current hospitals (46.1%). The results also indicated a relationship between leadership, job satisfaction and intention to leave among registered nurses in medical and surgical wards in both private and public hospitals. Recommendations for policy, education, practice and future research were made. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

This research project was done with the aim in mind to determine how teachers experience their lived through experience of job satisfaction in teaching. The qualitative research process was followed by making use of narrative methods such as narrative essays, interviews and observations. The essays and interviews served as basis for data collection purposes. If was essential for me as researcher, to find the reasons why teachers have negative and / or positive connotations towards certain teaching facets, and also to try and determine what their expectations, feelings and views are about education, so that I can determine how they experience teaching as a career. This research looked at the perceptions, viewpoints and experiences of individual teachers in relation to job satisfaction in teaching. Job satisfaction in teaching is essential, as it evolves around many different parties. It is therefore essential that a healthy organisational environment exists or is created at schools, so that effective teaching can take place. This research focus on factors that have an influence on job satisfaction and the implementation thereof to ensure maximum productivity and job satisfaction amongst teachers. This includes the role that the principal plays in creating a working environment where teachers can experience job satisfaction. / Dissertation (MEd)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The intention of this research is to analyse the process and methodology of the Iranian negotiating style. The research is mainly premised on Putnam’s two-level game metaphor (1988) and the “ultimate decision making unit” of Hermann et al. (1987), the purpose being to identify key leadership units, individuals, and formal and informal networks in Iran. The study further takes cognisance of key elements of the Iranian national character, which naturally impacts directly on what Iran considers to be a suitable negotiating style. It provides an overview of how the 1979 revolution changed Iranian diplomacy and how it forced international political theorists to take note of the cultural-religious dimension, ignored until then as elements of international politics and theory. Two case studies, deal respectively with the US hostage crisis (1979-1981), and the Iran-E3/EU nuclear negotiations, between 2003 and 2006. The analysis shows how Iran assumed the character of a revolutionary country and how its new religiously driven diplomacy is evolving. The study finally identifies and illustrates the active deployment of Shî’a negotiation doctrine as the basis of Iranian diplomacy and the use of techniques such as taqiyyah, tanfih and khod’eh. A model for negotiations with Iran is developed using key elements of the research. AFRIKAANS : Die studie fokus op Iranese onderhandelingstyl en - metodiek. Twee teorieë, naamlik Putnam (1988) se “twee-ledige interaktiewe onderhandelingsproses” en Hermann et al. (1987) se leierskapsmodel, is gebruik om Iran se gefragmenteerde leierselite asook die staat se formele en informele netwerke wat ‘n sleutelrol vervul in onderhandeling te identifiseer. Bykomend hiertoe is ‘n analise gemaak van faktore soos kultuur en godsdiens wat onderliggend is aan Iran se “nasionale karakter” en dus ’n direkte invloed uitoefen op Iranese onderhandelingstyl. Die studie wys ook hoe die 1979 rewolusie ‘n verandering gebring het deur godsdiens en kultuur tot gelykwaardige dimensies van die internationale politiek te verhoog nadat dit voorheen heeltemal geïgnoreer is. Dit bly egter vreemd vir die Weste. Die studie slaag daarin om deur middel van twee navorsingsondersoeke rakende Iran se oorname van die VSA ambassade in Tehran tussen 1979 en 1981) en die Iran-E3/EU kernonderhandelings tussen 2003 en 2006 die fokus te plaas op die identifisering en ontwikkeling van ‘n Iranese onderhandelingstyl. Tegnieke soos taqiyyah, tanfih en khod’eh wat die basis van Iran se diplomatieke onderhandellingstyl vorm, word vervolgens bespreek terwyl ‘n model vir onderhandelinge met Iran ook ontwikkel is uit die gegewens wat verkry is uit die navorsing. / Dissertation (MA)--University of Pretoria, 2010. / Political Sciences / unrestricted