4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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    The impact of emotional intelligence programmes on corporate leaders within the South African retail industry
    (University of the Witwatersrand, Johannesburg, 2024) Bhengu, Raquelle; Ndaba, Zanele
    This research study aims to explore the impact of emotional intelligence programmes on corporate leaders within the South African retail industry. Although previous explorative research denotes an enriching impact of programmes that train leaders about intelligence, it remains unclear whether these emotional intelligence programmes effectively teach emotional intelligence to corporate leaders who operate within the retail industry in South African. To address these gaps, a case study was conducted at one of the largest retailers in sub-Saharan Africa, examining leaders who have participated in executive emotional intelligence programmes. The research is guided by the theoretical framework of emotional intelligence, as proposed by Goleman (2009). Through in-depth interviews, data was collected for the exploration of the causal relationship observed in executive leaders after attendance of emotional intelligence learning programmes. Thematic analysis techniques were adopted where data trends and themes were scrutinised The research's primary outcomes reveal that corporate leaders' emotional intelligence experiences enhancement through emotional intelligence programmes, with the extent of improvement contingent upon organizational support and leader exposure to varying work environments. Furthermore, the findings note the necessity for continuous refresher training and periodic updates to the course content to effectively instil and perpetuate desired leadership behaviours. These insights underscore the nuanced interplay between emotional intelligence initiatives and organizational factors, providing valuable considerations for the ongoing development and sustainability of effective leadership practices
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    The Prevalence of Neuromyths in Intermediate Phase Education in a South African Context
    (University of the Witwatersrand, Johannesburg, 2023-08) Leal, Debora; Martin, Cameron
    Teachers still endorse numerous neuroscientific misconceptions and place their instructional practice on so-called neuromyths (Pasquinelli, 2012). This is problematic as it is perpetuating misconceptions in education which can disenable epistemological access in schools. As South African education is mandated to be more inclusive in its educational practices, perpetuating falsehoods in education becomes a problem. The distance between neuroscience and education is still too great and teachers are not aware of it (Grospietsch & Mayer, 2020). There is little research to the extent of the permeation of neuromyths and the how teachers are utilising neuromyths in the South African context. This study looks is to investigate how widely known is the concept of neuromyths within intermediate phase education, and to get a sense of how neuromyths are permeating pedagogical practices. This study incorporates a design that combines both qualitative and quantitative research methods known as an embedded mixed methods approach (Creswell & Plano Clark, 2011). A quantitative survey has been used to collect data on the number of teachers who implement neuromyth strategies as a classroom methodology and whether teachers have a prior understanding of neuromyths. A total of 57 teachers took part in the survey and purposeful sampling was employed in this research due to its specific focus on intermediate phase teachers. Qualitative methods by means of semi- structured interviews have been conducted to provide more depth on why teachers utilise these neuromyths, to cast light on how teachers incorporate neuromyths into their teaching practice and to find out about their thoughts on the value neuromyths adds to their practices when confronted with the point that neuromyths are not academically supported. Braun and Clarke’s (2006) thematic analysis is then utilised to analyse the qualitative data to identify, analyse, select codes, construct themes and report repeated patterns. An embedded design is also used to facilitate the merging of qualitative and quantitative data. This is done by taking responses from the interviews and identifying themes and patterns. The survey responses are examined in the context of the interview themes, to find relationships and corroborating evidence. Emotional Intelligence and VAK/VARK learning styles which were the most prominent myths as indicated on the survey. The findings indicate that even when presented with contradictory information on neuromyths, teachers were highly resistant to letting the concepts go. EI has made teachers more cognisant and conscientious about managing emotions of themselves and the learners as well as using their discretion in certain situations. Learning styles has been an effective teaching strategy for variation to keep the learners captivated in the lesson and it has been an inclusive tool to support learners with different levels and abilities. So, while academically the concepts are neuromyths and inaccurate, the reality is that Teachers do value the concepts as they use it to improve their pedagogies.
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    Exploring the role of coaching on middle and senior managers at a rail company in South Africa
    (2021) Msimanga, Mengey Maria
    Leadership is vital and instrumental for organizational performance and success, as it drives the enterprise competitiveness through effective management of both the human and other resources to achieve sustainability. This implies that leaders of the organization need to have an ongoing understanding of their abilities and the dynamics facing them in order to leverage intentionally for the success of the business. It is thus important that leaders of present-day business invest towards understanding the 21st century workforce and the VUCA (volatility, uncertainty, complexity and ambiguity) world. Research is showing an increasing need for a more emotionally sensitive leadership in the mist of the complexities surrounding workplace technology and human ability to deliver on performance. Coaching is increasingly becoming a preferred intervention towards building stronger and emotionally aware leader that can handle the organisation and market volatility. Leadership Coaching in particular, has become an important intervention in developing and supporting leaders to navigate through the demands of the business world, whilst employing skills that enhance humanistic approach. The objective of the research was to explore the role of coaching on leaders and managers’ behavioral competencies in their working environment. Research questions were answered using the qualitative design approach in a form of a case study methodology which allowed personal stories and own description of events however, information was not overly supplied. The findings of the research indicated that coaching was effective, and it heightened increased emotional intelligence levels of leaders and brought forth a positive behaviour and energy, which gets absorbed by those around them. The results of this case study may be used to assist to advance implementation of Leadership Coaching in organizations that are similar in structure in South Africa
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    Guidelines for coaching leaders to manage their emotional contagion effect on employee engagement
    (2020) Potgieter, Linda
    Employee engagement is a driver of organisational performance, with leaders’ emotional states considered to have an influence on their employees’ engagement levels. The purpose of this study was to explore the perceptions of the effect of emotional contagion of leaders on employee engagement, toward informing the development of guidelines for coaching leaders to better manage their emotional contagion effect on employee engagement. This study selected a qualitative research approach, utilising semi-structured interviews to explore the perceptions of employees, leaders and coaches in relation to leaders’ emotional contagion and the effect thereof on employee engagement. The coaches were also interviewed for information on their coaching approach in working with leaders’ emotional contagion effect on their employees. Thematic analysis was applied to the interview data to identify the key themes. Key findings of the research included that leaders are perceived to have an emotional contagion effect on employees and their engagement levels. Also, leaders sought coaching based on triggers of their negative emotional contagion effect, and finally that the development of emotional intelligence through coaching was key to helping leaders better manage their emotional contagion effect on employee engagement. A coaching framework and guidelines were developed based on the research findings, which focuses on a coaching approach for helping leaders to understand their triggers, emotional states and behaviours, the impact thereof on their employees’ and their engagement, towards assisting them to better manage their emotional contagion effect on employee engagement. While the development of leaders’ emotional intelligence is addressed in the literature, the key contribution of this study is a recommended leadership coaching framework aimed at leadership coaches for specifically assisting leaders to manage their emotional contagion effect on employee engagement.