Foundation phase educator's conceptualisations of emotional intelligence and its influence on teaching.
| dc.contributor.advisor | Jairam, Ameetha. | |
| dc.contributor.author | Ranjith, Ameetha. | |
| dc.date.accessioned | 2013-09-27T07:33:33Z | |
| dc.date.available | 2013-09-27T07:33:33Z | |
| dc.date.created | 2012 | |
| dc.date.issued | 2012 | |
| dc.description | Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012. | en |
| dc.description.abstract | This study focused on foundation phase educators‟ understanding of emotional intelligence and how this understanding influenced their teaching. The concept of emotional intelligence has emerged from the growing realisation that there are factors beyond cognitive performance which contribute to success in life. Emotional intelligence may be described as the recognition and management of emotions in oneself as well as in others. It has been found to be beneficial in a wide variety of settings including that of education. The study was qualitative in nature and was located within the interpretive paradigm. In order to investigate the understanding of the concept by the foundation phase educators and how this understanding impacted their teaching, the data production tools of semi structured interviews, questionnaires and observations were utilised. The findings were analysed and discussed according to themes. The findings revealed that the foundation phase educators had an inadequate understanding of many aspects of emotional intelligence which consequently-impacted their teaching accordingly. | en |
| dc.identifier.uri | http://hdl.handle.net/10413/9630 | |
| dc.language.iso | en_ZA | en |
| dc.subject | Affective education--South Africa. | en |
| dc.subject | Emotional intelligence. | en |
| dc.subject | Teaching--South Africa. | en |
| dc.subject | Emotions and cognition. | en |
| dc.subject | Theses--Education. | en |
| dc.title | Foundation phase educator's conceptualisations of emotional intelligence and its influence on teaching. | en |
| dc.type | Thesis | en |