The contribution of emotional leadership to personal and professional effectiveness in a school context

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dc.contributor.advisor Mrs. A.S. Schalekamp en_US
dc.contributor.author Campbell, Desmond Edgar
dc.date.accessioned 2012-02-06T07:34:32Z
dc.date.available 2012-02-06T07:34:32Z
dc.date.issued 2012-02-06
dc.date.submitted 2000
dc.identifier.uri http://hdl.handle.net/10210/4366
dc.description M.Phil. en_US
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.subject Leadership en_US
dc.subject Self-perception en_US
dc.subject Emotional maturity en_US
dc.subject Success en_US
dc.title The contribution of emotional leadership to personal and professional effectiveness in a school context en_US
dc.type Thesis en_US

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