Abstract
M.Phil.
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.