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The motivation and job satisfaction of secondary school teachers in Kwazulu-Natal : an education management perspective

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dc.contributor.advisor Schulze, Salome
dc.contributor.author Dehaloo, Gunram
dc.date.accessioned 2012-06-12T07:19:34Z
dc.date.available 2012-06-12T07:19:34Z
dc.date.issued 2011-11
dc.date.submitted 2011-11
dc.identifier.citation Dehaloo, Gunram (2011) The motivation and job satisfaction of secondary school teachers in Kwazulu-Natal : an education management perspective, University of South Africa, Pretoria, <http://hdl.handle.net/10500/5796> en
dc.identifier.uri http://hdl.handle.net/10500/5796
dc.description.abstract The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. en
dc.format.extent 1 online resource (xi, 206 leaves)
dc.language.iso en en
dc.subject Job satisfaction en
dc.subject Secondary school teachers en
dc.subject School policy and management en
dc.subject School culture and climate en
dc.subject Motivation
dc.subject Physical working environment
dc.subject Organisational structure
dc.subject Nature of the job
dc.subject Interpersonal relationships
dc.subject.ddc 373.1102019
dc.subject.lcsh High school teachers -- South Africa -- iLembe District Municipality -- Attitudes
dc.subject.lcsh High school teachers -- Job satisfaction -- South Africa -- iLembe District Municipality
dc.subject.lcsh High school teaching -- South Africa -- iLembe District Municipality -- Psychological aspects
dc.title The motivation and job satisfaction of secondary school teachers in Kwazulu-Natal : an education management perspective en
dc.type Thesis en
dc.description.department Education Leadership and Management
dc.description.degree D.Ed.(Education Management)


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