The role of empathy in emotionally intelligent leadership: an integrative review
- Authors: Greyling, Candice , De Jager, Marina
- Date: 2018
- Subjects: Emotional intelligence -- Leadership
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/22123 , vital:29842
- Description: Empathy is regarded as a fundamental interpersonal skill. Interpersonal skills are the life skills that we make use of every day to communicate and interact with other people, both individually and in groups. In this study, empathy is given prominence as a component of emotional intelligence. The concept emotional intelligence has enjoyed great popularity in recent years. In this study leadership denotes any person in a leadership position within an organisation. Extensive research has been done on the impact of emotional intelligence on organisations and leadership. Therefore, the aim of this study is to critically analyse the available evidence and to provide a clear review and synthesis of the role that empathy plays in emotionally intelligent leadership. The methodology used in this study will be that of an integrative review. An integrative review summarises the best-quality empirical evidence of the benefits and limitations of a specific practice to provide recommendations for future research. Data to be reviewed include articles in scholarly journals, books, theses and computerised databases. International and national literature involving both quantitative and qualitative research studies will be reviewed. As both qualitative and quantitative research studies will be of focus in this integrative review, rigour in both research methods was considered. The reviewer also considered four ethical considerations, namely: quality, transparency, honesty and plagiarism.
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- Date Issued: 2018
Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers
- Authors: De Jager, Marina , Geldenhuys, Johanna
- Date: 2016
- Subjects: Holistic education -- South Africa , Inclusive education -- South Africa , Remedial teaching -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6801 , vital:21143
- Description: This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
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- Date Issued: 2016