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Exploring the identity of middle managers as strategy practitioners within South African government department
No full textThe traditional views in strategy research place strategising as the domain of top
management. The middle management perspective has however gained prominence
as middle managers are recognised as significant strategy practitioners. The current
study sought to explore the identity of middle managers as strategy practitioners in a
government department, through the strategy-as-practice lens. A single case study
approach was followed, and data was gathered through in-depth interviews with
middle managers and their immediate supervisors as the participants. Findings are
presented through three main themes. The first theme describes the unique
organisational context within which participating middle managers were situated. The
second theme reveals the internal multi-level dynamics between participating middle
managers and their immediate supervisors. The final theme highlights the diverse
roles and skills of middle managers. The research findings provide insight into the
multi-level dynamics present between middle managers and their immediate
supervisors and expose some of the enabling and constraining practices that
influenced participating middle managers in their day-to-day work environment. The
findings revealed that middle managers are considered critical strategy practitioners
and the link between the top management and lower-level staff. The findings also
revealed that middle managers engage in identity work as a process of selfenhancement,
confirming that identity is not static. The study sought to contribute to
the body of knowledge within the strategy- as-practice perspective as it explored the
strategy–identity nexus from a practice perspective, particularly the perception of the
identity of middle managers as strategy practitioners.Melebo ya tlwaelo mo patlisisong ya togamaano e tsaya go loga maano e le tiro ya
botsamaisi jo bo kwa godimo. Fela botsamaisibogareng bo simolotse go nna
botlhokwa jaaka fa batsamaisibogareng ba tswelela go lemogwa jaaka
badirakatogamaano ba ba botlhokwa. Thutopatlisiso ya ga jaana e ne e batla go
tlhotlhomisa boitshupo jwa baitsamaisibogareng jaaka badirakatogamaano mo
lefapheng la puso, ka leitlho la togamaano-jaaka-tiragatso. Go latetswe molebo wa
thutopatlisiso ya tobiso e le nngwe, mme go kokoantswe data ka dikopanopotsolotso
tse di tseneletseng le bannileseabe ba batsamaisibogareng le batlhokomedi ba bona.
Diphitlhelelo di tlhagisiwa go ya ka meonomegolo e le meraro: Moono wa ntlha o
tlhalosa seemo se se kgethegileng sa setheo se batsamaisibogareng ba ba nnileng le
seabe ba neng ba le mo go sona. Moono wa bobedi o senola diphetogo tsa
magatomantsi tsa ka fa gare magareng ga batsamaisibogareng ba ba nnileng le seabe
le batlhokomedi ba bona. Moono wa bofelo o senola diabe le dikgono tse di
farologaneng tsa batsamaisibogareng. Diphitlhelelo tsa patlisiso di sedimosa
diphetogo tsa magatomantsi tse di gona magareng ga batsamaisibogareng le
batlhokomedi ba bona, mme di senola dingwe tsa ditiragatso tse di kgontshang le tse
di lekanyetsang tse di ka tlhotlheletsang batsamaisibogareng ba ba nang le seabe mo
seemong sa bona sa tiro ya letsatsi le letsatsi. Diphitlhelelo di bontsha gore
batsamaisibogareng ba tsewa e le badirakatogamaano ba botlhokwa, le kgolagano
magareng ga botsamaisi jo bo kwa godimo le badiri ba ba kwa legatong le le kwa tlase.
Gape diphitlhelelo di bontsha gore batsamaisibogareng ba dira tiro ya boitshupo jaaka
tirego ya go itokafatsa, ba tlhomamisa gore boitshupo ga bo a ema felo go le gongwe
fela. Thutopatlisiso e ne e batla go akgela mo kitsong e e gona mo mogopolong wa
togamaano-jaaka-tiragatso jaaka e ne e tlhotlhomisa ntlha ya togamaano le boitshupo
go ya ka tiragatso, bogolo segolo mogopolo wa boitshupo jwa batsamaisibogareng
jaaka badirakatogamaano.Maitele a kale kha ṱhoḓisiso ya tshiṱirathedzhi a dzhia u bveledza tshiṱirathedzhi sa sia
ḽa vhulanguli vhuhulwane. Mbonalo ya vhulanguli ha vhukati naho zwo ralo yo vhuelwa
nga u dzhielwa nṱha musi vhalanguli vha vhukati vha tshi khou engedzea u dzhielwa
nṱha sa vhabveledzi vha tshiṱirathedzhi vha ndeme. Ṱhoḓisiso ya zwino yo ṱoḓa u
wanulusa vhuvha ha vhalanguli vha vhukati sa vhabveledzi vha tshiṱirathedzhi kha
muhasho wa muvhuso, nga kha maitele a tshiṱirathedzhi tsha nyito. Ho tevhedzwa
kuitele kwa ṱhoḓisiso nthihi, data yo kuvhanganyiwa nga kha inthaviwu dzo
ṱanḓavhuwaho na vhalanguli vha vhukati na vhaṱoli vhavho vhane vha lavhelesa
mushumo wa vhatholiwa sa vhadzheneli. Mawanwa o kumedzwa u ya nga thero tharu
khulwane: Thero ya u thoma i ṱalusa nyimele yo fhambanaho ya tshiimiswa hune vhadzheneli vha
vhulanguli ha vhukati vha wanala hone. Thero ya vhuvhili i dzumbulula tshanduko ya nga ngomu
ya ḽeveḽe nnzhi vhukati ha vhadzheneli vha vhalanguli vha vhukati na vhaṱoli vhavho vhane vha
lavhelesa mushumo wa vhatholiwa. Thero ya u fhedzisela i ombedzela mishumo yo fhambanaho
na zwikili zwa vhalanguli vha vhukati. Mawanwa a ṱhoḓisiso a ṋetshedza kupfesesele kha
tshanduko dza ḽeveḽe nnzhi dzi re hone vhukati ha vhalanguli vha vhukati na vhaṱoli
vhavho vhane vha lavhelesa mushumo wavho, na u ṱana vhuṅwe vhukoni na maitele
a zwithivheli ane a ṱuṱuwedza u dzhenelela nga vhalanguli vha vhukati kha vhupo ha
mushumo wavho wa ḓuvha nga ḓuvha. Mawanwa o dzumbulula uri vhalanguli vha
vhukati vha dzhiwa sa vhabveledzi vha tshiṱirathedzhi vha ndeme, na vhuṱumani
vhukati ha vhulanguli ha nṱha na vhashumi vha ḽeveḽe ya fhasi. Mawanwa o dovha a
wanulusa uri vhalanguli vha vhukati hu ḓidzhenisa kha mushumo wa vhuṋe sa kuitele
kwa u ḓipfumisa, u khwaṱhisedza uri vhuṋe a si tshithu tshi sa shanduki. Ngudo i ṱoḓa
u shela mulenzhe kha sia ḽa nḓivho kha tshiṱirathedzhi sa mbonalo ya nyito musi hu
tshi wanuluswa u ḓidzhenisa kha vhuṋe thwii u bva kha mbonalo ya nyito, nga maanḓa
mbonalo ya vhuṋe kha vhalanguli vha vhukati sa vhabveledzi vha tshiṱirathedzhi.M. Com. (Business Management)Business Managemen
Proposed statistical techniques for combining parameter estimates: a case of food production in sub-saharan Africa
Get PDFSummary in EnglishThe underperforming agricultural sector in Sub-Saharan Africa (SSA) has left African countries with
insufficient food production in the face of challenges related to climate change, diseases and
increasing population growth. The agricultural sector is the main source of food, generates income,
employs a large portion of the population, and produces raw materials for agribusinesses. The
improvement of agricultural food production contributes to food security, poverty alleviation, the
development of trade, and a country's economy. The challenges facing the SSA countries include
ineffective farming system, loss of soil fertility, limited access to land, climate change, water scarcity,
outdated production technology that needs to change, restricted market access due to poor
infrastructure, and high transaction costs among others. To address these challenges, the combination
of multiple nutrients was proposed to increase grain yield of crop simply because of the contribution
of each nutrient rather than the use of a single fertiliser.
Research conducted in SSA with the aim of improving food production miss the opportunity to share
the findings across the various sectors. This points out the lack of appropriate statistical techniques to
address the challenges. We can understand better the real situation on food production by developing
a comprehensive scientific and statistical approach that can gather all published single information to
a unified finding. The process of collecting and combining research outputs require the use of meta analysis (MA) to provide precise estimates on various parameters associated with food production.
Various factors can be considered in making significant contribution to agricultural food production
such as fertiliser, access to market, energy use, trade, etc. To establish the diverse set of relationships
that can be developed among the factors, structural equation model (SEM) statistical technique is
used. In some conditions, this procedure can be more restrictive and inflexible since the approach
requires the specification of latent variables in the mix of a huge diversity of sets of variables. In the body of this work, we propose a more suitable, flexible and accurate approach in determining the
number of linear regressions based on the observed data in a clear and precise manner through factor
analysis and principal component analysis (PCA). In addition, to test the large number of variables or
factors of the parameters obtained in SEM, we propose to synthesise all this information by integrating
MA into SEM. The incorporation of MA into SEM allows us to account simultaneously all effects of
factors of the food production in a single model. In MA, the effect sizes are assumed independent
from each study and univariate MA is used. A single study could involve multiple tests of the same
hypothesis, resulting in reporting multiple outcomes (MOs). In such situation, the researcher
developed MOs approach to determine the multiple linear regression model that tested and analysed
the relations between the factors of interests in the food production.
The results of MA were expressed in terms of fixed- and random-effects. The fixed-effects models
were more appropriate simply because of the presence of homogenous effects in the studies. The
random effect models helped to control unobserved heterogeneity when the between-studies variance
was large. It was more productive to apply the combined inorganic fertilizer by the raisin yield grain
of maize. The findings of SEM provide efficient results in the evaluation of the relations among
variables and for testing a statistical theoretical model. The findings from the integration approach of
MA into SEM permitted to combine parameter estimates within a single model. Researchers in
agricultural and related field can use these techniques positively.
We hope that many researchers can benefit from the methodological approach to estimate and draw
inference in addressing the food production situation. The outcomes of this work contribute to science
by providing scientifically comprehensive statistical approaches to evaluate and synthesise the more
suitable results. The benefit can be extended to the development of suitable food production.Ph.D. (Statistics)Statistic
Genetic analysis of calving difficulty in South African Holstein cattle
Get PDFNo keywordsCalving difficulty is an economically important welfare-related trait in dairy cattle and,
therefore, should be included in breeding objectives of South African Holstein dairy cattle.
In South Africa, however, calving performance traits are not included in the national
genetic evaluation programme. The present study was therefore carried out to estimate
environmental and genetic influences on maternal calving difficulty in South African
Holstein cattle, to develop models for genetic prediction of the trait. The final data set
comprised of 14 250 calving records of 8 832 cows, from 14 herds, participating in the
National Dairy Animal Recording and Improvement Scheme during the period 2009 to
2018. General Linear Models (GLM) technique was used to investigate environmental
influences (SAS 2016) version 9.4. Sex of calf, parity, herd-year-season, and age of dam
at calving had significant effects (P <0.05) on maternal calving difficulty. Variance
components and for computing genetic parameters were estimated by the Restricted
Maximum Likelihood (REML) approach using ASReml program., for variance component
estimation, were included in the model. Estimates of maternal heritability effects from the
linear animal model were 0.10±0.04, 0.04±0.09 and 0.12±0.10 for parities 1, 2 and 3,
respectively. The estimate across all heritability were 0.04±0.04, with a repeatability
model of 0.04±0.04 respectively. These estimates indicate low accuracy of selection for
calving difficulty in the South African Holstein cattle population. However, these results provide the basis for computing estimated breeding values (EBVs), which will enable the
reduction of calving difficulty in the South African Holstein cattle population; thus, genetic
gain and performance improvement were slow.M. Sc. (Life Sciences)Life and Consumer Science
Modeling, analyzing and simulating the dynamics of Lassa fever in Nigeria
Get PDFAbstract
Lassa fever is an infectious and zoonotic disease with incidence ranging between a hundred to three hundred thousand cases, with approximately five thousand deaths reported yearly in West Africa. This disease has become endemic in the Lassa belt of Sub-Saharan Africa, thus increasing the health burden in these regions including Nigeria. A deterministic mathematical model is presented to study the dynamics of Lassa fever in Nigeria. The model describes the transmission between two interacting hosts, namely the human and rodent populations. Using the cumulative number of cases reported by the Nigerian Centre for Disease Control within the first week of January 2020 through the eleventh week in 2021, we performed the model fitting and parameterization using the nonlinear least square method. The reproduction number
R
0
which measures the potential spread of Lassa fever in the population is used to investigate the local and global stability of the system. The result shows that the model system is locally and globally asymptomatically stable whenever
R
0
<
1
, otherwise it is unstable. Furthermore, the endemic equilibrium stability is investigated and the criteria for the existence of the phenomenon of bifurcation is presented. We performed the sensitivity analysis of each reproduction number parameter and solutions of the developed model are derived through an iterative numerical technique, a six-stage fifth-order Runge–Kutta method. Numerical simulations of the total infected human population
(
E
h
+
I
h
)
under different numerical values (controlled parameters) are presented. The result from this study shows that combined controlled parameters made the total infected human population decline faster and thus reduces Lassa fever’s burden on the population
Exploring instructional leadership practices of School Management Teams in underperforming secondary schools in the Umlazi District
No full textAbstracts in English, Zulu and TswanaThe study focused on exploring the instructional leadership practices of School Management Teams (SMTs) in three underperforming secondary schools in the Umlazi District in KwaZulu-Natal that attained an overall pass rate of below 60% in the National Senior Certificate (NSC) examination over a period of three consecutive years, namely, 2019-2021. Furthermore, the study explored the extent to which SMT members enact instructional leadership through collaborative efforts as a team in their endeavours to improve learner academic performance. The theoretical framework of the study is underpinned by an extended model of instructional leadership derived from Weber’s (1996) model of instructional leadership and elaborating on Hallinger’s (2007) notion of shared instructional leadership with reference to continued discussion of this in the literature. The methodological approach of the study was underpinned by the constructivist paradigm and employed a qualitative research design via a multiple case study. Data were gathered by semi-structured interviews with a purposeful sample of nine SMT members comprising of Heads of Departments (HODs), deputy principals (DPs) and principals from the three selected schools, and a document review. Findings indicated that although SMTs are aware of their instructional leadership responsibilities of managing the curriculum and instructional activities, the managerial and administrative overload they experience creates a challenging context. All three schools were fraught with various factors that impacted negatively on SMTs’ instructional leadership practices; however, most SMT members’ responses, as solicited in the study, signified a shared vision to improve learner academic performances through the planned interventions, as stipulated in their School Improvement Plan (SIP). The study revealed that the SMT members conveyed different perceptions of their roles in relation to each other, but they recognised the potential for shared instructional leadership to ease their workload through the distributed approach of instructional activities. However, they felt that the Department of Basic Education’s (2016) Personnel Administrative Measures (PAM) document, which contains their main job descriptions, did not make sufficient provision for this. The main recommendation offered was that, besides the instructional leadership of the SMT, leadership tasks should be shared and distributed to educators and the School Governing Body (SGB).Lolu cwaningo belugxile ekuhloleni izindlela zokufundisa ubuholi bamaThimba Abaphathi Bezikole ezikoleni zamabanga aphezulu ezintathu ezingenzi kahle esiFundeni saseMlazi KwaZulu-Natal ezithole izinga lokuphasa elingaphansi kwama-60% ezivivinyweni zeNational Senior Certificate (NSC). isikhathi seminyaka emithathu ilandelana, okungunyaka wezi-, 2019 ukuya kowezi-2021. Ngaphezu kwalokho, ucwaningo luhlole izinga amalungu eThimba Labaphathi Bezikole elisebenzisa ngalo ubuholi bokufundisa ngemizamo yokubambisana njengeqembu emizamweni yabo yokuthuthukisa ukusebenza kwabafundi ezifundweni. Uhlaka lwethiyori yocwaningo lusekelwe imodeli eyandisiwe yobuholi bokufundisa obususelwe kumodeli ka-Weber (1996) yobuholi bokufundisa futhi echaza ngombono ka-Hallinger (2007) wobuholi bokufundisa okwabiwe ngokubhekiselwe engxoxweni eqhubekayo yalokhu ezincwadini. Indlela yokwenza yocwaningo isekelwe eiparadimu yobuchwepheshe besitayela lapho izinto eziwumshini zihlanganiswa zibe amafomu eselula kuyisifinqo futhi yasebenzisa umklamo wocwaningo lwekhwalithi noma lesimo ngokusebenzisa ucwaningo lwezigameko eziningi. Idatha yaqoqwa ngenhlolokhono ezihleliwe ngokungagcwele ngesampula enenjongo yamalungu ayisishiyagalolunye yeThimba Labaphathi Bezikole ahlanganisa iziNhloko zeMinyango, amaphini othishanhloko nothishanhloko bezikole ezintathu ezikhethiwe, kanye nokubuyekezwa kombhalo. Okutholakele kubonise ukuthi nakuba iThimba Labaphathi Bezikole bazi ngezibopho zabo zobuholi bokufundisa zokuphatha ikharikhulamu nemisebenzi yokufundisa, umthwalo omningi wokuphatha kanye nokubhekwa okuhlobene nokuqhutshwa kwezikole, ababhekana nakho kudala umongo oyizinselele. Zontathu izikole bezigcwele izici ezahlukahlukene ezibe nomthelela omubi ezinkambisweni zobuholi bokufundisa beThimba Labaphathi Bezikole; kodwa-ke, izimpendulo zamalungu amaningi eThimba Labaphathi Bezikole, njengoba ziceliwe ocwaningweni, zibonise umbono owabiwe wokuthuthukisa ukusebenza kwabafundi ezifundweni ngokungenelela okuhleliwe, njengoba kubekwe oHlelweni Lwabo Lokuthuthukisa Isikole (HLL).Ucwaningo lwaveza ukuthi amalungu eThimba Labaphathi Bezikole adlulisa imibono eyahlukene ngezindima zawo maqondana nomunye kuya komunye, kodwa abona amandla okuba nobuholi bokufundisa okwabelwana ngabo ukuze kudambise umsebenzi wawo ngokusebenzisa indlela esabalalisiwe yemisebenzi yokufundisa. Kodwa-ke, babone sengathi umqulu woMnyango Wezemfundo Eyisisekelo (2016) Izinyathelo Zokuphatha Zabasebenzi (IZZ), oqukethe izincazelo zawo ezisemqoka zomsebenzi, awuzange uhlinzekele lokhu. Isincomo esikhulu esanikezwa sasiwukuthi, ngaphandle kobuholi bokufundisa beThimba Labaphathi Bezikole, imisebenzi yobuholi kufanele yabelwane futhi yabelwe othisha kanye neSigungu Esilawula Isikole (SEI).Thutopatlisiso e ne e totile go tlhotlhomisa ditiragatso tsa boeteledipele jwa thuto jwa Ditlhopha tsa Botsamaisi jwa Sekolo (diSMT) kwa dikolong tse tharo tse di sa diragatseng sentle kwa Kgaolong ya Umlazi kwa KwaZulu-Natal, tse di fitlheletseng seelo sa phalolo se se kwa tlase ga 60% mo ditlhatlhobong tsa Setifikeiti se Segolwane sa Bosetšhaba (NSC) mo pakeng ya dingwaga tse tharo tse di tlhomaganeng, e leng, 2019-2021. Mo godimo ga moo, thutopatlisiso e tlhotlhomisitse ka moo ditokololo tsa SMT di diragatsang boeteledipele jwa go ruta ka maiteko a tirisanommogo jaaka setlhopha mo maitekong a tsona a go tokafatsa tiragatso ya dithuto ya barutwana. Letlhomeso la tiori la thutopatlisiso le theilwe mo sekaong se se atolositsweng sa boeteledipele jwa go ruta se se tswang mo sekaong sa ga Weber (1996) sa boeteledipele jwa go ruta mme se tlhalosa ntlha ya ga Hallinger (2007) ya boeteledipele jo bo tlhakanetsweng jwa go ruta go lebeletswe go tswelela pele go tlhalosa seno mo dikwalong. Molebo wa mokgwatiriso wa thutopatlisiso o ne o theilwe mo molebong wa kago mme o dirisitse thadiso ya patlisiso e e lebelelang mabaka ka thutopatlisiso ya dikgetsi tse pedi gongwe go feta. Go kokoantswe data ka tiriso ya dipotsolotso tse di batlileng di rulagane ka sampole e e tserweng go ya ka dintlhatheo le maikemisetso a thutopatlisiso ya ditokololo tse robongwe tsa SMT tse di akareditseng Ditlhogo tsa Mafapha (diHOD), bathusabagoko (diDP) le bagokgo go tswa kwa dikolong tse tharo tse di tlhophilweng, gammogo le tshekatsheko ya dikwalo. Diphitlhelelo di bontshitse gore le fa diSMT di itse maikarabelo a tsona a boeteledipele jwa go ruta a go tsamaisa kharikhulamo le ditiragatso tsa go ruta, go imelwa ke maikarabelo a botsamaisi le tsamaiso ka kakaretso go baka dikgwetlho. Dikolo tsotlhe ka boraro di aparetswe ke dintlha tse di farologaneng tse di amang ditiragatso tsa boeteledipele jwa go ruta jwa diSMT; fela ditsibogo tsa bontsi jwa ditokololo tsa SMT tse di bonweng mo thutopatlisisong di bontshitse ponelopele e e tlhakanetsweng ya go tokafatsa tiragatso ya barutwana ya thuto ka ditsereganyo tse di rulagantsweng, jaaka di tlhagisitswe mo Thulaganyong ya tsona ya Tokafatso ya Sekolo (SIP). Thutopatlisiso e senotse gore ditokololo tsa SMT di tlhagisitse megopolo e e farologaneng ya seabe sa tsona, fela di lemogile kgonagalo e e ka nnang teng fa go abelanwa boeteledipele jwa go ruta go fokotsa mokgweleo wa tiro ka mogopolo wa go phatlalatsa ditiragatso tsa go ruta. Fela, di bona e kete lekwalo la Lefapha la Thuto ya Motheo la Dikgato tsa Tsamaiso ya Badiri (2016), le le nang le ditlhaloso tsa ditiro tsa tsona tota, ga le a dira tlamelo e e lekaneng ya seno. Katlenegiso e kgolo e e dirilweng ke gore, kwa ntle ga boeteledipele jwa go ruta jwa SMT, ditiro tsa boeteledipele di tshwanetse go amoganwa le go phatlaladiwa mo barutabaneng le Lekgotlataolo la Sekolo (SGB).D. Phil. (Education)Educational Leadership and Managemen
An integrated support model for lay health care workers to improve patients’ retention to HIV care
No full textThe Purpose of the study
The purpose of the study was to develop an integrated support model for lay health care workers (LHWs) to improve retention to HIV care. The study followed a qualitative approach and an exploratory, descriptive, and contextual design.
Study population and sample
The study population was formed by three groups that were then sampled purposively to facilitate the achievement of objectives: 22 LHWs; 10 supervisors and nurses; and 15 clients on ART; but data saturation guided the sample size.
Data collection and data analysis methods
Data collection was done through in-depth individual interviews and focus group discussions. Face-to-face and telephonic interviews were conducted with the efforts to observe COVID-19 precautionary measures. Field notes made by the researcher to indicate non-verbal cues from participants, as well as audio recordings were transcribed verbatim into Word documents, followed by conducting thematic data analysis.
Results
Common findings related to the retention experiences across the 3 groups of participants highlighted the commendable work done by the LHWs in HIV counselling, information provision, household visits and tracing of clients who missed their clinic appointments.
However, the retention efforts are challenged by the limited support experienced by LHWs, as characterised by the lack of patient-centric care in health care facilities; limited provision of updated HIV information, collaboration, and communication from other health care workers; limited work resources; low stipends and lack of debriefing.
The support model was then developed using literature and findings from the participants, with LHWs as the recipients, and their supervisors, nurses, and Department of health as agents of support. Dynamics that positively drive support were identified as communication, positive relationships, emotional stability, and willingness; challenged by power imbalance, lack of trust and respect, as well as low self-esteem.
Contribution
Different LHWs assume various key roles along the HIV care continuum, but their support is minimal. The model has the potential to improve the LHWs’ HIV care skills; contribute to the retention of clients to HIV care, United Nations’ goal of 95% viral load suppression, thereby improving the quality of life and reducing new HIV infections.D. Phil. (Public Health)Health Studie
The perceptions of school leaders and teachers on ethical leadership in a South African context
Get PDFThe South African education system is in dire need of ethical leadership. Ethical leadership is essential when it comes to leading a school organization, thus previous empirical studies have demonstrated this type of leadership to be lacking in some of our leaders today whilst principals are the ones mostly implicated. MacIntyre’s theories support the internal goods or values which need to be practised by our school leaders. This study employed a descriptive, qualitative approach using semi-structured interviews to collect the data drawn from the perceptions and experiences of 14 teachers, SMT members, and principals of four schools in the Pretoria North region. A thematic analysis was utilised to generate data, accumulating the following; The findings reveal that the values of equality and excellence and virtues of listening, integrity, accountability and empathy are espoused by the respondents and suggest that ethical leadership can help curb unethical behaviour and practices. There was a clear indication of exasperation from some of the participants of the schools regarding ethical conflicts. The findings further illustrated differing perceptions of ethical leadership and its values by the participants, with some of them deeming it as objective and universal, while others understood it as subjective and personal. This study recommends systematic elements and/or ethical systems to be put in place for school leaders such as forming ethics committees in schools, to ensure accountability as well as making it mandatory for them to undergo a course in ethics prior to their placement as a school principal. The system needs a new generation of leaders who perceive ethics as vital, are informed about it, and who understand the subject to its core in the new modern social order.M. Ed. (Philosophy of Education)Educational Foundation
Employees' perceptions on the relationship between emotional intelligence and job-satisfaction: a study within a South African FMCG company
Get PDFAbstracts in English, Zulu and SepediWhile emotional skills may be innate to some individuals, there are options at a person’s disposal that can be utilised to increase their ability to comprehend and reason with their own emotions. This can be beneficial in the workplace where commercial agreements and the establishment of relationships that are dependent on collaboration and cooperation are pivotal. Emotional intelligence (EI) has become very beneficial in the current working environment as it highlights contemporary ways to assess skills, managerial styles and capabilities, whereas, job satisfaction (JS) refers to the feeling obtained when one experiences contentment in their jobs. The purpose of this study was to ascertain employees’ perceptions on the relationship between EI and JS within a South African fast-moving consumer goods (FMCG) company. A quantitative survey research design was employed and 112 employees were requested to participate in the online survey. Previously established questionnaires that include the Wong and Law Emotional Intelligence Scale (WLEIS) and Minnesota Satisfaction Questionnaire (MSQ) were adopted for this research study. The data obtained was analysed using descriptive and inferential statistical analysis to achieve the results and findings that addressed the primary and secondary objectives of the study. The time dimension of this study featured a cross-sectional method that explored the responses of participants only once.
The data analysis in this study highlighted the measures of descriptive statistics (central tendency), measuring instrument (various scales and internal consistency reliability), strength of the linear relationship (correlational analysis), type of relationship (regression) and interaction between the variables (moderation). The group differences between gender, age, duration of employment and job grading were also explained. The findings of the study indicated that the correlations between EI and JS are all in the medium to large range, suggesting that higher EI is associated with higher JS. Furthermore, higher job grades are associated with higher scores on JS_E and JS, as it is a key factor in retaining employees. It was ascertained that job grading is a significant predictor of EI (β = 0.440, p = 0.005) and moderates the relationship between EI and JS. In the instance of JS_I, it can be deduced that EI_UOE is a significant predictor, while EI_ROE is a significant positive predictor of JS_E. Additionally, the outcome of the ANOVA tests disclosed that EI plays a significant role in the findings of middle-level managers. The results of the study confirm that, in the instance of the FMCG under consideration in the research, a significant positive relationship exists between emotional intelligence and job satisfaction.
The implications of this study contribute to the existing body of knowledge as the study includes both managerial and non-managerial employees and the perceptions of all the respondents without omitting any employees on the basis of their field of expertise. The enhancement of skills should be prioritised for all employees, which can be examined during performance appraisal. This would not only assist organisations in building efficient teams, but also in encouraging staff to learn and adapt to change.Nxa amakhono angokomoya engaba yinto esegazini kwabathile, zikhona ezinye izindlela okungakhethwa kuzo ezikumuntu ezingasetshenziswa ukuba kukhuliswe amandla okuqonda kanye nokuchachisela umoya wabo. Lokhu kungasiza emsebenzini lapho okusuke kunezivumelwano zezohwebo nokwakha ubudlelwane okweyame ekubambisaneni nasekusizaneni okuyizinto ezisemqoka. Ubuhlakani bangokomoya (EI) sekube lusizo olukhulu ezindleleni zamanje zokusebenza njengoba buthinta kancane izindlela zesimanjemanje zokuhlola amakhono, izindlela eziphathelene nokuphatha, namandla okwenza okuthile, ngakolunye uhlangothi ukugculiseka ngokomsebenzi (okwaziwa nge-JS) kusho umuzwa otholakala kumuntu nxa ezizwa egculisekile ngomsebenzi wakhe. Inhloso yalolu cwaningo kwakuwukwazi izimvo zabasebenzi mayelana nobudlelwano obuphakathi kwe-EI ne-JS ngaphakathi ohlelweni oluhamba ngokushesha lwezinkampani zezimpahla zabathengi (i-FMCG). Ukuhlelwa kwendlela yokwenza ucwaningo ngokwenholovo ephathelene nokuveza ulwazi oluyizibalo yasetshenziswa, futhi abasebenzi abawu-112 bacelwa ukuba babambe iqhaza kwinhlolovo eyenzeka kwi-intanethi. Amaphepha amahlelo emibuzo aphambilini abandakanya i-Wong ne-Law Emotional Intelligence Scale (WLEIS) ne-Minnesota Satisfaction Questionnaire (MSQ) asetshenziswa kulolu cwaningo. Ulwazi olungahlungiwe olwatholakala lwasetshenziswa kulolu cwaningo kusetshenziswa uhlaziyo lwangokwezibalo oluchazayo noluqondisayo ukuze kutholakale imiphumela edingida izinjongo zokuqala nezesibili zalolu cwaningo. Ukuvela kwezikhathi zalolu cwaningo kusebenzise indlela yokwenza ucwaningo ehlukanisa kabili isikhathi eyabheka kanye izimpendulo zababambiqhaza. Uhlaziyo lolwazi olungahluziwe lwalolu cwaningo luthinte izindlela ezimayelana nezibalo ezichazayo (okuyizejwayezi eziwumgogodla), indlela yokukala (izikali ezinhlobonhlobo nobuqotho bokuhambisana nesimo), amandla obudlelwano obuncikene (uhlaziyo oluhambisanayo), uhlobo lobudlelwane (ukubuyela emuva) kanye nokuxhumana phakathi kwezinhlobonhlobo (okunciphisayo). Umehluko phakathi kwamaqoqo ngokobulili, ngokweminyaka, nangokwesikhathi abasisebenzile kanye nangokubeka amazinga umsebenzi nakho kwachazwa. Imiphumela yocwaningo ikhomba ukuthi kunokuqondana phakathi kwe-IE ne-JS konke kwakwenza umehluko oqala phakathi komkhulu, ephakamisa ukuthi i-IE iyalingana neJS. Ukwengeza nje, amaphuzu aphezulu okubeka ngokwamazinga ahlobene namaphuzu aphezulu akwi-JS_E ne-JS kwazise iyona nombolo enkulu kubasebenzi abasaqhubeka nokusebenza. Kwaziwa ukuthi ukubeka amazinga emsebenzini kwakungumqaguli osemqoka we-EI (β = 0.440, p = 0.005) kanye nobudlelwane obufanele phakathi kwe-EI and JS. Ukwengeza nje, umphumela ovela ezivivinyweni ze-ANOVA yaveza ukuthi i-EI idlala indima esemqoka emiphumeleni evela kubaphathi abasezingeni eliphakathi nendawo. Imiphumela yalolu cwaningo iyakuqinisekisa ukuthi odabeni lwe-FMCG ngaphansi kwalolu cwaningo, ubudlelwano obukhulu obuhle bukhona phakathi kobuhlakani obuthinta umphefumulo kanye nokugculiseka. Okukulolu cwaningo kuphosa itshe esivivaneni solwazi, kwazise kubandakanya abasebenzi abangabaphathi nokungebona abaphathi bese kuthi izimvo zabo bonke abaphendulayo ngaphandle kokushiya noma ngabe yimuphi umsebenzi ngaphansi kwesisekelo somunxa wamakhono abo. Ukukhulisa amakhono akumele kuthathwe njengokubalulekile kubo bonke abasebenzi, okuyinto engahlolwa ngesikhathi kuqagelwa ukusbenza komuntu. Lokhu kuzosiza izinhlangano ekutheni zingakhi amathimba asebenzayo kuphela kodwa zikhuthaze abasebenzi ukuba bafunde futhi bahambisane noshintsho. Mayelana ne-JS_I, kungafumaniseka ukuthi i-EI_UOE yayingumqaguli osemqoka bese kuthi i-EI_ROE yayingumqaguli omuhle osemqoka we-JS_E.Bokgoni bja maikutlo go batho ba bangwe ke tlhago, le ge go le bjalo, go na le ditsela tšeo motho a ka di kgethago tšeo di ka šomišwago go oketša bokgoni bja gagwe go kwešiša le go laola maikutlo a gagwe. Se se ka ba mohola lefelong la mošomo moo ditumelelano tša kgwebo le go dirwa ga dikamano tšeo di theilwego godimo ga tirišano le thekgano di lego bohlokwa. Bohlale bja maikutlo (EI) bo bohlokwa kudu nakong ya bjale ya go šoma ka ge bo tšweletša ditsela tša sebjale tša go lekola bokgoni, mehuta ya taolo le bokgoni, mola e le gore go kgotsofala mošomong (JS) ke maikutlo ao a fihlelelwago ke mošomi ge a kgotsofala mošomong wa gagwe. Maikemišetšo a nyakišišo ye ke go laetša maikutlo a bašomi mabapi le kamano ya EI le JS ka gare ga khamphani ya Afrika Borwa ya dithoto tše di rekwago ka pela (FMGC). Sebopego sa nyakišišo ya tekolo ya khwanthithethifi se šomišitšwe gomme bašomi ba 112 ba kgopetšwe go kgatha tema mo tekolong ya inthanete. Matlakalapotšišo a nako ye e fetilego a šomišitšwe mo go nyakišišo ye, ao a akaretšago sekala sa Bohlale bja Maikutlo sa Wong le Law (WLEIS) le Letlakalapotšišo la Kgotsofalo la Minnesota (MSQ), a šomišitšwe mo go nyakišišo ye. Datha ye e fihleletšwego e sekasekilwe le go hlalošwa ka go šomiša mokgwa wa dipalopalo go hwetša dipoelo le diphihlelelo tšeo di sekasekilego maikemišetšo a nyakišišo. Nyakišišo ya thuto ye e šomišitše mokgwa wa go sekaseka datha ya batšeakarolo gatee fela. Tshekatsheko ya datha ka dinyakišišong ye e laeditše dikelo tša tlhalošo ya dipalopalo (go ruma taba morago ga go sekaseka datha), sedirišwa sa kelo (dikala tša go fapanafapana le botshepegi bja go se fetoge bja ka gare), maatla a kamano (tshekatsheko ya kamano), mohuta wa kamano (poetšomorago) le kamano gare ga divariyebole (tekanetšo). Go fapanafapana ga dihlopha ka bong, mengwaga, lebaka la go šoma, le go hlatha mešomo ka maemo le gona go hlalošitšwe. Diphihlelelo tša nyakišišo di laeditše gore dikamano gare ga EI le JS ka moka di be di le pakeng ya magareng go ya go ya godimo, e lego seo se šišinyago gore EI ya godimo e na le kamano le JS ya godimo. Go feta mo, maemo a godimo a mešomo a amantšhwa le moputso wa godimo ga JS_E le JS ka ge e le ntlha ya bohlokwa mo go swareleleng bašomi. Go laeditšwe gore go hlatha mešomo ka maemo ke sešupo se bohlokwa sa EI (β = 0.440, p = 0.005) gape go lekaneditše kamano ya EI le JS. Mo go JS, go ka bontšhwa gore EI_UOE e be e le sešupo se bohlokwa mola EI_ROE e be e le sešupo se se botse kudu sa JS_E. Go tlaleletša, dipoelo go tšwa ditekong tša ANOVA di laeditše gore EI e raloka karolo e bohlokwa mo diphihlelelong go tšwa go balaodi ba maemo a magareng. Dipoelo tša nyakišišo di tiišeditše gore, ge go bolelwa ka FMCG ye e fiwago šedi ka nyakišišong, gona le kamano ye botse gare ga bohlale bja maikutlo le go kgotsofala mošomong. Diphihlelelo tša nyakišišo ye di tlaleletša go tshedimošo ye e le go gona ya tsebo, ka ge di akaretša balaodi le bašomi bao e sego balaodi le dikgopolo tša batšeakarolo ka moka ntle le go tlogela bašomi bafe goba bafe go ya ka lekala la bona la tsebo. Tlhabollo ya bokgoni e bohlokwa go bašomi ka moka, gomme bokgoni bjo bo ka lekolwa ka nako ya tekolo ya mošomo wa mošomi. Se se ka thuša mekgatlo go se age dihlopha tša go šoma gabotse fela, eupša go hlohleletša bašomi go ithuta le go amogela diphetogo.M. Com. (Business Management)Business Managemen
Exploring the relationships between working memory capacity, academic reading, and academic achievement in online distance e-learning first-year students
Get PDFIncludes summary in Zulu and AfrikaansWorking memory (WM) is a neural system that plays a role in all complex thinking processes,
including academic reading and learning. Research exploring the relationships between WM,
academic reading, and academic achievement within online higher education is, however,
limited. These relationships are particularly under-researched within the South African context.
This study thus used a non-experimental ex post facto cross-sectional design to quantitatively
investigate whether WM is associated with the academic reading and academic achievement
of online distance e-learning first-year tertiary students attending the University of South
Africa, and to evaluate the use of two open-source web-based WM tasks. One hundred and
thirty-six young adult participants completed a demographic and background information
survey, an academic reading test, the Reading Span, and the Operation Span. The latter two
tasks were developed by the researcher and served as measures of working memory capacity
(WMC). Participants’ final end-of-course grades were requested from the university, and the
results showed that WMC was significantly correlated with both academic reading and
academic achievement. Findings furthermore illustrated the acceptable performance of both
WMC tasks, providing a crucial resource in South African WM research. Findings are
interpreted in relation to existing scholarship regarding cognitive functioning, academic
reading, and academic achievement. Implications for higher education institutions and future
research are discussed.I-Working memory (i-WM) iwuhlelo lwezodluliswa kwemiyalezo eya nebuya engqondweni
olubamba iqhaza kuzo zonke izinqubo ezinzulu zokucabanga, okubandakanya ukufunda
okubhaliwe nokufunda okwenziwayo ngokwenqubo yezemfundo. Ucwaningo oluhlola
ubudlelwano phakathi kwe-WM, ukufunda okubhaliwe ngokwenqubo yezemfundo, kanye
nempumelelo kwezemfundo emfundweni esezingeni eliphakeme oluqhutshwa nge-inthanethi,
aluluningi. Aluluningi ucwaningo olwenziwe ngalobu budlelwano esimweni saseNingizimu
Afrika. Ngenxa yalokho, lolu cwaningo lumiswe ngokohlelo olucubungula imininingwane
eseyaqoqwa ebantwini abaningi ukuze kuhlolwe ngokocwaningo lwekhwantithethivu ukuthi
ingabe i-WM iyahambisana na nokufunda okubhaliwe ngokwenqubo yezemfundo kanye
nempumelelo kwezemfundo kubafundi abafundela ekhaya abafunda ngokohlelo lwe inthanethi abasonyakeni wokuqala esikhungweni semfundo ephakeme abafunda eNyuvesi
yaseNingizimu Afrika, kanye nokuhlola ukusetshenziswa kwemisebenzi ye-WM emibili
yesoftiwe yamahhala esebenza nge-inthanethi. Ababambiqhaza abayikhulu namashumi
amathathu nesithupha bagcwalisa ucwaningo lwemininingwane eqondene nabo siqu kanye
nolwazi oluyisendlalelo, isivivinyo sokufunda okubhaliwe ngokwenqubo yezemfundo,
Isikhathi Sokufunda Okubhaliwe, kanye Nesikhathi Sokusebenza. Le misebenzi emibili
yasungulwa wumcwaningi futhi yasebenza njengezindlela yokukala ubungako be-working
memory (i-WMC). Amazinga ababambiqhaza okugcina ekupheleni kohlelo acelwa enyuvesi,
bese imiphumela yaveze ukuthi i-WMC beyihambisana kakhulu nokufunda okubhaliwe
ngokwenqubo yezemfundo kanye nemiphumela yezemfundo. Imiphumela iqhubeke yaveza
ukusebenza okwamukelekayo kwemisebenzi ye-WMC yomibili, okuhlinzeke ngomthombo
obaluleke kakhulu ocwaningweni lwe-WM lwaseNingizimu Afrika. Imiphumela ifundwa
ngokuqhathaniswa nemibhalo yabacwaningi ekhona mayelana nokusebenza komqondo,
ukufunda okubhaliwe ngokwenqubo yezemfundo, kanye nemiphumela kwezemfundo.
Kudingidwa imithelela ezikhungweni zemfundo ephakeme kanye nocwaningo lwangomuso.Werksgeheue (working memory, WM) is ’n neurale stelsel wat ’n rol in alle komplekse
denkprosesse, insluitend akademiese lees en leer, speel. Navorsing wat die verwantskappe
tussen WM, akademiese lees en akademiese prestasie in aanlyn hoër onderwys ondersoek, is
egter beperk. Daar is veral in die Suid-Afrikaanse konteks min navorsing oor hierdie
verwantskappe gedoen. Hierdie studie het gevolglik ’n nie-eksperimentele ex post facto
dwarssnitontwerp gebruik om kwantitatief te ondersoek of WM verband hou met die
akademiese lees en akademiese prestasie van die aanlyn afstands-e-leer van eerstejaar- tersiêre
studente wat by die Universiteit van Suid-Afrika ingeskryf is, en om die gebruik van twee
oopbron-, webgebaseerde WM-take te evalueer. Een honderd ses-en-dertig jong volwasse
deelnemers het ’n demografiese en agtergrondinligtingsopname, ’n akademieseleestoets, die
leesspan (reading span), en die verwerkingspan (operation span) voltooi. Laasgenoemde twee
take is deur die navorser ontwikkel en het gedien om die werksgeheuekapasiteit (working
memory capacity, WMC) te meet. Deelnemers se finale punte aan die einde van die kursus is
van die universiteit af aangevra en die resultate het getoon dat WMC ’n beduidende korrelasie
met akademiese lees sowel as akademiese prestasie toon. Bevindings het voorts die
aanvaarbare prestasie van albei WMC-take geïllustreer, en verskaf ’n noodsaaklike hulpbron
in Suid-Afrikaanse navorsing oor WM. Bevindings is met betrekking tot bestaande vakkundige
kennis oor kognitiewe funksionering, akademiese lees en akademiese prestasie vertolk.
Implikasies vir hoëronderwysinstellings en toekomstige navorsing word bespreek.D. Phil. (Psychology)Psycholog
The effect of psychosocial factors on the academic persistence of undergraduate university students
Get PDFThe high dropout rate of undergraduate students in institutions of higher learning continues to be a concern for the higher education sector globally. Although university dropout has been studied over the years, little attention has been paid to the psychosocial factors that predict university dropout. Therefore, this study investigated the role of sense of sense of belonging, perceived social support, academic motivation, and academic anxiety on the academic persistence of undergraduate university students. The study also investigated the role of background factors, students' socioeconomic status and generation status on academic persistence. The sample comprised 489 students from a university in South Africa and a quantitative research approach was used to test the hypotheses. The findings of this study showed that sense of belonging, academic motivation, and the generation status of students significantly predicted academic persistence, whereas academic anxiety, perceived social support, and the socioeconomic status of students was not predictive of academic persistence. The findings also showed that sense of belonging significantly mediated the relationship between academic anxiety and academic persistence. In addition, sense of belonging significantly mediated the relationship between perceived social support and academic persistence. Furthermore, sense of belonging significantly moderated the relationship between academic motivation and academic persistence. The findings also showed that sense of belonging significantly and directly predicted academic motivation, academic anxiety, academic persistence, and indirectly predicted academic persistence, via academic motivation. However, the study found that sense of belonging could not predict academic persistence, via academic anxiety. The findings also showed that the relationship between sense of belonging, academic motivation, academic anxiety and academic persistence, with sense of belonging predicted to have a significant indirect effect on academic persistence, via academic anxiety and academic motivation, was moderated by participants’ generation status.
The findings of the study highlight that undergraduate students need to be supported continually through multiple intervention strategies during their studies at university. Furthermore, the findings encourage university administrators to reform and introduce robust student support policies.D. Phil. (Psychology)Psycholog