the factors affecting educators' job performance and job
TRANSCRIPT
THE FACTORS AFFECTING EDUCATORS’ JOB PERFORMANCE AND JOB
SATISFACTION IN SELECTED REKOPANTSWE AO SECONDARY SCHOOLS
BY
K.GILBERT PULE
A FULL DISSERTATION SUBMITTED IN THE FULFILLMENT OF THE
REQUIREMENT FOR MASTERS IN EDUCATION DEGREE IN THE SCHOOL OF
EDUCATION LEADERSHIP DEVELOPMENT
NORTH-WEST UNIVERSITY
MAFIKENG CAMPUS
SUPERVISOR: PROF. P.C. MOOROSI
DATE: NOVEMBER 2015
i
DECLARATION
I, K. GILBERT PULE declare that:
THE FACTORS AFFECTING EDUCATORS’ JOB PERFORMANCE AND JOB
SATISFACTION IN SELECTED REKOPANTSWE AO SECONDARY SCHOOLS
is my own hard earned effort and that all the sources used or quoted have been acknowledged
and indicated by means of complete reference. This study was not submitted by me at any
university for a degree or examination.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . November 2015
K.G.Pule
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DEDICATION
This piece of research study is devoted to my family and all selfless educators in the
department of education, especially in the Rekopantswe Area Office.
iii
ACKNOWLEDGEMENTS
I wish to thank God Almighty in the name of Jesus Christ for granting me courage,
perseverance, industriousness and wisdom to complete this outstanding work.
My sincere appreciation, acknowledgements and gratitude flow to the following individuals:
My supervisor, Professor Pontso` Moorosi. This lady is one of the rare individuals I have
ever worked with. She tirelessly encouraged, guided, motivated and supported me
throughout until the completion of this dissertation.
Mr Sabelo Chizwina, the librarian for his unending assistance in getting different relevant
articles and lot of other information throughout this study.
All educators who agreed to offer me their valuable and precious time by answering the
questionnaire and participating in the interviews.
Professor Ntebo Moroke for her assistance in the statistical procedures.
My wife Dinah Pule and daughter Omaatla Pule for at least allowing me to steal their
family time.
Finally, Mr Joel Moletsane for his assistance in exceptionally editing this study.
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ABSTRACT
The purpose of this study was to determine the factors affecting educators’ job performance
and job satisfaction in selected Rekopantswe AO schools of the North-West Province. The
literature study was carried out on relevant theories, outcomes of previous studies involving
similar issues and empirical inquiry tailed. The researcher used a sequential explanatory
strategy i.e. a mixed-methods starting with quantitative method followed by qualitative
method. The structured questionnaire was used in the quantitative phase in which 150 survey
instruments were issued but 132 responses were received/returned. The second part, the
qualitative phase used interviews with 10 educators who also took part in the quantitative
phase. The findings suggest that educators generally have a variety of challenges in different
schools that affect their job performance and job satisfaction. These factors included lack of
support, inadequate remuneration, learner ill-discipline, challenges in learner assessments and
promotions, learner age cohort, fraudulent promotional posts, underachieving learners, lack
of safety and security, school location, congested work schedules, overcrowding and overload
as well as poor leadership styles. The findings further indicate that a lack of satisfaction in
one’s job results in demotivation which affects the job performance of educators, suggesting
a relationship between job performance and job satisfaction. This agrees with Spector (2008)
who maintains that there is a two-way link connecting job performance and job satisfaction.
The study concludes that satisfaction may usher improved job performance and performance
may show the way to job satisfaction. The study then recommends that the national treasury
and DBE should look into the overview of market-related remuneration packages to attract
new educators, hence addressing poor salaries and most probably shortage of educators as an
approach to elevate educators’ job performance and job satisfaction.
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TABLE OF CONTENTS
Page No
CHAPTER I: INTRODUCTION TO THE STUDY ………………………….. 1
1.1. INTRODUCTION …………………………………………………………… 1
1.2. BACKGROUND …………………………………………………………….. 2
1.3. MOTIVATION FOR THE RESEARCH ……………………………………. 2
1.4. PROBLEM STATEMENT ………………………………………………….. 3
1.5 RESEARCH QUESTIONS …………………………………………………... 4
1.6. AIMS OF THE RESEARCH ………………………………………………... 4
1.7. DEFINITION OF CONCEPTS ……………………………………………… 5
1.7.1. Educator ……………………………………………………………………. 5
1.7.2. Job Performance …………………………………………………………… 6
1.7.3. Job Satisfaction …………………………………………………………….. 6
1.8. CHAPTERS OUTLINE………………………………………………………
7
1.9. SUMMARY…………………………………………………………………. 7
CHAPTER 2: LITERATURE REVIEW……………………………………… 8
2.1. INTRODUCTION…………………………………………………………… 8
2.2. RESEARCH STUDIES ON EDUCATORS’ JOB PERFORMANCE AND
JOB SATISFACTION ……………………………………………………………
8
2.2.1. Some Studies on Educators’ Job Performance ……………………………. 8
2.2.2. Some Studies on Educators’ Satisfaction …………………………………. 9
2.2.3. Relationship between Job Performance and Job Satisfaction ……………... 9
2.3. FACTORS THAT AFFECT THE EDUCATORS’ JOB PERFORMANCE
AND JOB SATISFACTION ……………………………………………………...
10
2.3.1. Demographic Factors ……………………………………………………… 10
2.3.1.1. Age ………………………………………………………………………. 11
2.3.1.2. Gender …………………………………………………………………… 12
2.3.1.3. Educational Status ……………………………………………………….. 12
2.3.1.4. Working Experience ……………………………………………………... 12
2.3.2. Organisational Factors ……………………………………………………... 13
2.3.2.1. Organisational Communication ………………………………………….. 13
2.3.2.2. Issues related to Departmental Policies ………………………………….. 13
2.3.2..3. Admission Policy ……………………………………………………….. 15
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2.3.2.4. Discipline, Safety and Security ………………………………………….. 15
2.3.2.5. Physical Working Conditions ……………………………………………. 16
2.3.3. Classroom Related Factors ………………………………………………… 17
2.3.3.1. Educator Autonomy ……………………………………………………... 18
2.3.3.2. Educator workload ………………………………………………………. 18
2.3.3.3. Interpersonal relations …………………………………………………… 19
2.4. THEORIES ON JOB PERFORMANCE …………………………………….
2.4.1 Expectancy Theory …………………………………………………………
22
2.5. THEORIES ON JOB SATISFACTION …………………………………….. 24
2.5.1. Maslow’s Hierarchy of Needs Theory …………………………………….. 24
2.5.2. Herzberg Two-factor Theory ………………………………………………. 25
2.6. SUMMARY …………………………………………………………………. 28
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY ……………... 29
3.1. INTRODUCTION …………………………………………………………… 29
3.2. RESEARCH DESIGN ………………………………………………………. 29
3.3. QUANTITATIVE PHASE …………………………………………………... 30
3.3.1. Population and sampling …………………………………………………... 30
3.3.2. The collection instrument (questionnaire) and variables ………………….. 31
3.3.3 Validity and Reliability …………………………………………………….. 32
3.3.4. Pilot study ………………………………………………………………….. 33
3.3.5. Data Analysis and Statistical Techniques …………………………………. 33
3.4. QUALITATIVE PHASE ……………………………………………………. 34
3.4.1. Participant Selection ……………………………………………………….. 34
3.4.2. Interview Questions ………………………………………………………... 34
3.4.3. Data Collection Strategies …………………………………………………. 35
3.4.5. Measures to ensure trustworthiness ………………………………………... 36
3.4.6. Data analysis ……………………………………………………………….. 37
3.5. ETHICAL MEASURES ……………………………………………………... 37
3.5.1. Competency of the researcher ……………………………………………... 38
3.5.2. Relationship with interviewees ……………………………………………. 39
3.5.3. Informed consent ………………………………………………………….. 39
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3.5.5. Deception of participants ………………………………………………….. 39
3.5.6. Debriefing ………………………………………………………………….. 40
3.5.7. Acknowledgement of the limitations ……………………………………… 40
3.5.8. Effect put forth by sponsors ……………………………………………….. 40
3.5.9. Acceptance of nepotisms, donations, hand-out, etc. ………………………. 40
3.5.10. Preservation of objectivity ……………………………………………….. 40
3.5.11. Permissions at schools …………………………………………………… 41
3.5.12. Notifying contributors about the findings ……………………………….. 41
3.5.13. Concluding written report ………………………………………………... 41
3.6. SUMMARY …………………………………………………………………. 41
CHAPTER 4 DATA PRESENTATION AND ANALYSIS …………………... 42
4.1. INTORDUCTION ……………………………………………………………
42
4.2. QUANTITATIVE PHASE …………………………………………………... 42
4.2.1. Section A: Biographical data ………………………………………………. 43
4.2.2. Section B: Organisational factors ………………………………………….. 49
4.2.3. Section C: Classroom related factors ………………………………………
51
4.2.4. Determining the relationship between educators’ job performance and job
satisfaction using Pearson’ correlation coefficient ………………………………..
53
4.2.5. General statements on job performance and job satisfaction ……………… 56
4.2.5.1. Mention any significant factors which you strongly believe may affect
your job performance ……………………………………………………………..
56
4.2.5.2. Mention any significant factors which you strongly believe may affect
your job satisfaction ……………………………………………………………....
57
4.2.6. Relationship between some of the demographic variables and job
performance and job satisfaction …………………………………………………
58
4. 3. QUALITATIVE ANALYIS OF INTERVIEWS …………………………… 71
4.3.1. Educators’ views on job performance ……………………………………... 72
4.3.2. Educators’ views on factors affecting job performance …………………… 73
4.3.3. Educators’ views on job satisfaction ………………………………………. 77
4.3.4. Educators’ views on factors affecting job satisfaction …………………….. 78
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4.3.5. Educators’ views on the relationship between job performance and job
satisfaction ………………………………………………………………………...
81
4.4. SUMMARY …………………………………………………………………. 82
CHAPTER 5 DISCUSSION OF FINDINGS ………………………………….. 83
5.1. INTORDUCTION …………………………………………………………… 83
5.2. DISCUSSION OF DEMOGRAPHICAL DATA ……………………………. 83
5.3. DISCUSSION OF THE FACTORS AFFECTING JOB PERFORMANCE ... 86
5.4. DISCUSSION OF THE FACTORS AFFECTING JOB SATISFACTION … 91
5.5. THE RELATIONSHIP BETWEEN JOB PERFORMANCE AND JOB
SATISFACTION ………………………………………………………………….
95
5.6. SUMMARY …………………………………………………………………. 96
CHAPTER 6 CONLUSIONS AND RECOMMENDATIONS ………………. 97
6.1. INTRODUCTION …………………………………………………………… 97
6.2. ANSWERING OF RESEARCH QUESTIONS ……………………………... 96
6.2.1. What factors affect the job performance of educators in the selected
schools? …………………………………………………………………………...
97
6.2.2. What factors affect the job satisfaction of educators in the selected
schools? …………………………………………………………………………...
102
6.2.3. Is there a relationship between job performance and job satisfaction of
educators? …………………………………………………………………………
103
6.3. RECOMMENDATIONS ……………………………………………………. 105
6.3.1. Recommendations for policy makers and SMTs ………………………….. 105
6.3.2. Recommendations for supplementary research ……………………………. 107
6.4. LIMITATIONS ……………………………………………………………… 108
6.5. CONTRIBUTIONS OF THE STUDY ……………………………………… 108
6.6. SUMMARY …………………………………………………………………. 109
REFERENCES…………………………………………………………………. 110
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APPENDICES
Appendix A………………………………………………………………………………. 123
Appendix B………………………………………………………………………………. 124
Appendix C………………………………………………………………………………. 125
Appendix D………………………………………………………………………………. 126
Appendix E………………………………………………………………………………. 127
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LIST OF FIGURES
2.1. A model of the expected effects of organisational communications on job
performance………………………………………………………………………………….16
2.2. Expectancy Theory Components……………………………………………………….23
2.3. Maslow Hierarchy of Needs Theory…………………………………………………....24
2.4. Herzberg’s Two-Factor Theory………………………………………………………...26
4.1. Gender…………………………………………………………………………………...43
4.2. Age……………………………………………………………………………………....43
4.3. Marital Status…………………………………………………………………………...44
4.4. Home Language………………………………………………………………………....45
4.5. Race……………………………………………………………………………………...45
4.6. Nature of Employment……………………………………………………………….....45
4.7. Highest Qualification…………………………………………………………………....46
4.8. Current Position…………………………………………………………………………46
4.9. Working Experience…………………………………………………………………….47
4.10. Class Averages………………………………………………………………………....47
4.11. School Location……………………………………………………………………......48
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LIST OF TABLES PAGE No:
4.1. Grade(s) Teaching………………………………………………………………………49
4.2. Reliability Statistics for Organisational Factors……………………………………….49
4.3. Organisational Factors………………………………………………………………….50
4.4. Reliability Statistics for Classroom Related Factors………………………………….51
4.5. Classroom Related Factors……………………………………………………………..52
4.6. Relationship between Organisational Factors and Classroom Related Factors……..53
4.7. Significant factors affecting job performance………………………………………….55
4.8. Significant factors affecting job satisfaction…………………………………………..57
4.9. Association between nature of employment and organisational factors of job
performance………………………………………………………………………………….59
4.10. Association between nature of employment and organisational factors of job
satisfaction……………………………………………………………………………………60
4.11. Association between nature of employment and classroom related factors on job
performance…………………………………………………………………………………..60
4.12. Association between nature of employment and classroom related factors on the job
satisfaction……………………………………………………………………………………61
4.13. Association of current position and organisational factors on job performance…….62
4.14. Association between current position and organisational factors on job satisfaction….63
4.15. Association between current position and classroom related factors on job
Performance………………………………………………………………………………….64
4.16. Association between current position and classroom related factors on satisfaction…65
4.17. Association between qualification and organisational factors on job performance…..66
4.18. Association between qualification and organisational factors on job satisfaction…….66
4.19. Association between experience and organisational factors on job performance……..67
4.20. Association between experience and organisational factors on job satisfaction……..68
4.21. Association between experience and classroom related factors on job performance….69
4.22. Association between experience and classroom related factors on job satisfaction….70
4.23. Working experience and grade(s) teaching cross tabulation…………………………...71
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ACRONYMS
ABET Adult Basic Education and Training
ACE Advanced Certificate in Education
ANA Annual National Assessment
ANOVA Analysis of Variance
AO Area Office
CAPS Curriculum and Assessment Policy Statement
CTA’s Common Tests for Assessments
DBE Department of Basic Education
DA Developmental Appraisal
DoE Department of Education
E-P Expectancy
ELRC Educators Labour Relations Council
FET Further Education and Training
HOD Head of Department (school based)
IQMS Integrated Quality Management System
LTSM Learner Teacher Support Material
MF Motivational Force
NAPTOSA National Professional Teachers’ Organisation
NCS National Curriculum Statement
NEPA National Education Policy Act
NMM Ngaka Modiri Molema
NWU North West University
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PGCE Post Graduate Certificate in Education
PL 1 Post Level 1
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PM Performance Management
P-R Instrumentality
PSF Professional Support Forum
QLTC Quality Learning and Teaching Campaign
RNCS Revised National Curriculum Statement
SADTU South African Democratic Teachers Union
SASA South African School Act
SGB School Governing Body
SKAV Skills, Knowledge, Attitude and Values
SMT School Management Team
SPSS Statistical Programme for the Social Science
VIE Expectancy-Valence-Instrumentality
V(R) Valence
WSE Whole School Evaluation
1
CHAPTER 1: INTRODUCTION TO THE STUDY
1.1.INTRODUCTION
This study investigates the factors affecting job performance and job satisfaction of educators
in the selected Rekopantswe Area Office schools of the North-West Province in South Africa.
South African schools are distinguished by very serious restricting school culture that offers
its educators insufficient or no fulfilment in their jobs or occupation (SADTU, 2003:3).
Improving productivity of educators therefore, remains a significant challenge facing the
country‟s schooling system.
Mohlala (2015:1) asserts that the department of education has been besieged by obstacles
stretching from miserable learner performance, deficiency of elementary infrastructure in
numerous schools throughout the country as well as over-crowding, to the absence of
competency at district offices to supply learner materials (general textbooks and national
workbooks) to different learning sites on schedule. To lay stress on this, Strydom, Nortje`,
Beukes, Esterhuyse and van der Westhuizen (2012) also indicate indiscipline among learners,
overcrowded classrooms, learner-teacher-parent divided loyalty, insubstantial learning
materials and various determinants as some of supplementary challenges impacting on
educators‟ degrees of motivation. These challenges are explored in this study amongst other
possible factors which affect educators‟ job performance and job satisfaction.
Haywards (2009:4) holds educating in government schools particularly secondary schools as
part of ten most irksome jobs, while Kyriacou (2001: 29) considers teaching as an immensely
exhausting profession. Studies carried out by Kallaway (2007) and Kelehear (2004)
established that educators are disgruntled around a handful of matters like organisational
matters pertaining to their occupation. These matters embrace educators‟ employment,
livelihood circumstances and diverse external as well as internal influence (Jinyevu,
2013:88). The external influence may encompass amongst others; curriculum modification,
remuneration, parental alliance, post security, and more, whilst the internal influence may
incorporate conducive employment atmosphere, learner discipline, learner teacher support
materials, and others (Iwu, Gwija, Benedict & Tongeh, 2013:848). This is not an exhaustive
list and this study intends to explore other factors affecting educator‟s job performance and
job satisfaction in some selected schools in the South African context.
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The study is based on the premise that a complete understanding of factors affecting
educators‟ job performance and job satisfaction is to be made for the betterment of
employment contracts and educators‟ working conditions in general. In order to perform in
their jobs, endeavours need to be made to ensure that educators are well motivated and
experience job satisfaction. This research was therefore conducted to determine what factors
affect the educators‟ job performance and job satisfaction in the South African context.
1.2. BACKGROUND
The study was located in the Rekopantswe Area Office (AO) in Ngaka Modiri Molema
(NMM) district – North West Province. The AO comprises mainly of rural schools scattered
in deep rural villages and Montshioa township. Although NMM is one of the best performing
districts in the province, educators in the Rekopantswe AO have challenges which hinder
them to do their job to the fullest potential.
Meagre job performance and job dissatisfaction is not an exclusive predicament to South
Africa. In fact, the majority of advanced countries similar to the US and Israel initiated
market-navigated or stimulus-based rehabilitation in education (Eberts, Hollenbeck & Stone,
2002) and performance-interconnected benefits pay (Lavy, 2004) to upgrade the standard of
formal education. There was an intensive advancement in Israel than in the US in uplifting
job performance. The advancement in Israel was from extra lessons, raised responsiveness to
learners‟ necessities and mutations in teaching-learning approaches. Eberts, et al. (2002) and
Lavy (2004) conclude that these advancements were the outcomes of performance-
interconnected inducements advocating educators felt motivated or satisfied.
South African studies on educators‟ dissatisfaction revealed that dis-satisfiers involved work
challenges or enormous workloads, nominal progress opportunities and guidance as well as
employment uncertainties (Naidoo, Botha & Bisschoff, 2013). Nonetheless, this study pushes
the matter further by investigating current issues. Educator motivation is found to be the main
spring of unsatisfactory performance in secondary schools (Mji & Makgato, 2006). Maforah
and Shulze (2012) found that towering obligations put on educators to pick up performance
of learners is also a significant origin of dissatisfaction.
1.3. MOTIVATION FOR THE RESEARCH
The researcher has been an educator in the Rekopantswe AO for twenty three years. As a
teacher and head of department (HOD) in one of the secondary schools in the AO, I have
3
observed low morale and general malaise.This implied that educators need to be supported
with capacity building mechanisms to boost their morale in the teaching fraternity which
could enhance their job performance and job satisfaction.
Informal interactions with educators in the AO during professional support forums, union and
sports meetings, workshops and seminars, revealed that educators face serious challenges
which conflict with their levels of job performance and job satisfaction at schools. They
indicated concerns about unacceptably high proportion of educators employed in public
schools system being badly motivated to a blend of depleted morale and job satisfaction.They
further highlighted issues of changing curriculum policies, inadequate learner teacher support
materials (LTSM), integrated quality management systems (IQMS) and many others as few
are being mentioned. SADTU (2005) further argues that these are some grounds that justify
negative perspectives to official appraisal system particularly classroom visits which
educators perceive are unwarranted, incompatible and more of answerability session than
advancement. Wadvalla (2005) argues that IQMS in most schools is seen as a monster, time-
consuming and futile exercise but efficient schools are able to manage and mediate this
process.
Against this backdrop, the study investigated factors that affect job performance and
satisfaction of educators. An investigation which reveals factors that affect educators‟
performance and job satisfaction is of utmost importance for the AO for improvement and
remediation. This study is envisaged to contribute to that knowledge and understanding of
factors affecting educators‟ performance and job satisfaction. This research is pertinent to
South African education context since it provides relevant information about factors affecting
job performance and job satisfaction of local educators. An attempt has been made to
formulate the problem statement.
1.4.PROBLEM STATEMENT
The South African education system has gone through substantial transitions since 1994. In
particular, the educator labour force has had to handle manifold innovations from a diversity
of sources. There have been continued reforms of curriculum, educators‟ needs and educator-
learner teaching materials since 1994 in accordance with Chisholm (2004) as cited in
Strydom, et al. (2012:256). Besides, the Constitution of the Republic of South Africa (1996)
and the South African Schools‟ Act (1996) granted all school going child in the republic a
right to (quality) education, a shift that has unlatched admittance and uniformly led to
4
magnified enrolments in state schools that have not been backed by equivalent rise in
educator posts.
Regardless of these differences and trials, there has been an anticipation for positive
matriculation outcomes, putting extensive constraint on the educators who are devastated by
workloads (Chisholm, Hoardley, Kivulu, Brookes, Prinsloo, Kgobe, Mosia, Narsee & Rule,
2005), policy changes, educators‟ personal health concerns (Peltzer, Shisana, Zuma Van
Wyk, & Zungu-Dirway, 2009) and socio-economic matters across the board. As previous
studies have shown, factors that affect educator job performance and job satisfaction are
influenced amongst others by educational changes within a given country. It is desirable to
study factors affecting educator‟s job performance and job satisfaction in more recent times
that have seen increased educational changes because the South African educational system is
continually changing. The purpose of this study was therefore to investigate factors that affect
educators‟ job performance and job satisfaction.
1.5. RESEARCH QUESTIONS
The following main research question was therefore addressed:
What factors affect educators‟ job performance and job satisfaction in the selected
Rekopantswe AO secondary schools?
The nucleus of this problem under investigation was best articulated through the following
sub-questions:
What factors affect the job performance of educators in the selected schools?
What factors affect the job satisfaction of educators in the selected schools?
Is there a relationship between educator‟s job performance and job satisfaction?
Having stated the research problem and sub-problems, an attempt was made to formulate the
aims of the research study.
1.6.AIMS OF THE RESEARCH
In view of the main research problem formulated above, the broad aim of this research study
was to describe educators‟ job performance and job satisfaction in Rekopantswe AO. The
empirical research investigation was carried out with the following primary aim:
5
To determine and describe factors affecting educators‟ job performance and job satisfaction
of the selected Rekopantswe AO schools.
The following secondary aims were identified in order to achieve this above-mentioned
primary aim:
To determine the factors affecting job performance of educators.
To determine the factors affecting job satisfaction of educators.
To determine any relationship between educators‟ job performance and job
satisfaction.
These aims are addressed thematically through the literature review, presentation and
discussions in subsequent chapters.
1.7.DEFINITION OF CONCEPTS
The terms in this research are defined and/or clarified contained by the context of usage.
1.7.1. Educator
Education Law and Policy Handbook (1999:3A-4) indicates that an educator is any individual
who educates, or teaches, or trains general public, or delivers professional education
amenities, as well as therapy and educational-psychology service area at any community
secondary school, further education and training institutions, adult basic education centres,
and who is employed in any post educator establishment.
The term„educator‟ is used in this study and can be synonymously be used with a “teacher”
which embraces the school principal, deputy principal as well as departmental heads. An
educator is a classroom practitioner who deals with prescribed instructions to learners and
whose professional actions are to impart knowledge, attitudes as well as skills that are
specified to learners registered in the school educational program (Van Amelsvoort,
Hendricks & Scheerens, 2000).
For the purpose of this study, an educator is any individual who is formally in a job by the
School Governing Body (SGB) or the Department of Basic Education (DBE) to teach or
educate and/or basically provides curricular and extra-curricular knowledge, attitudes, skills
as well as values to learners in a secondary school being either post level 1, or head of the
department (HOD), or deputy principal, or principal.
6
1.7.2. Job performance
Educator performance in accordance with Tinofirei (2011:12) is the timeous, cost-effective
and successful discharging of mutually considered and acknowledged tasks by an educator as
assigned by the department of education. Hussin (2011) as cited in (Jinyevu, 2013:82) points
out that “job performance refers to putting knowledge and skills in practice so that work can
be done effectively and efficiently”. Nevertheless, the ability and productiveness of educators
in discharging their professional duties can be influenced by factors such as personal qualities
and organisational influence which may impinge on educator job performance either
negatively or positively.
1.7.3. Job satisfaction
Job satisfaction can be outlined on an array of methods rooted on suitable literature.
Gathungu and Wachira (2013:4) define job satisfaction as the overall outcomes of the
pleasing or bad attitude kept by a single job-holder at a designated time. Ilham (2009) cited in
Jinyevu (2013:82) posits that job satisfaction is “a positive or negative aspects of employee‟s
attitudes towards their job or some features of the job”. Hulin and Judge (2003) as cited in
Saiti and Papadopoulos (2015:74) point out that job satisfaction involves multidimensional
subjective reactions to one‟s profession and that these responses have behavioural, mental
and emotive controversies.
Sempane, Rieger and Roodt (2002) aver that job satisfaction narrates to employees‟ personal
assessment of their jobs in contrast to those matters that are imperative to them. The emotions
of the individuals are enveloped in those assessments, consequently educators‟ intensities of
job satisfaction waves considerably on their private, social and employment lives, and hence
also impact their behaviour and job performance in one way or the other. Spector (2008) and
Buitendach and De Witte (2005) have the same sentiments. They posit that job satisfaction is
a prompting and emotional reaction that reveals how individuals feel about their occupations
and a number of elements in their jobs.
1.8. STRUCTURE/CHAPTER DIVISION
Makhanya (2006) asserts that this subdivision assists to specify what the researcher aims to
argue in every chapter.
7
Chapter 1.Introduction to the study.
It contains an introduction and background to the investigation, motivation of the research,
statement of the problem, aims of the study, demarcation of the study, definitions of concepts,
chapter division and summary
Chapter 2. Literature review.
An elucidation of the concepts job performance and satisfaction is done in this chapter. It
further elaborates on factors affecting job performance of educators and job satisfaction.
Older and newer theories were discussed. It also covers the effects the levels of job
satisfaction and motivation. Particular consideration was given to South African context.
Chapter 3. Research design and methodology.
The chapter deals with how the empirical investigation was conducted. It covers research
designs and methodologies, instrumentation, validity and reliability on the research
instrument, measures to ensure trustworthiness, data collection and processing.
Chapter 4. Data analysis and presentation of findings.
The results of study are presented in this chapter. It entails data analysis and interpretation.
Chapter 5. Discussion of findings
This chapter reflectson the discussion of findings and its summary.
Chapter 6. Conclusions and recommendations
1.9.SUMMARY
This chapter provided an introduction, background and motivation of the research, problem
statement with sub-problems and aims. The definitions of some concepts surrounding the
topic as well as summaries of chapters to follow were provided. The next chapter provides a
review of literature some newer and older theories on job performance as well as job
satisfaction.
8
CHAPTER 2: LITERATURE REVIEW
2.1. INTRODUCTION
This chapter presents a review of the literature on the subject of investigation. Shulze (2003)
views literature review as a systematic, critical analysis and summary of existing literature
which is in line with the research topic. It involves an in-depth reading of relevant selection
of literature at hand such as articles, books, dissertations, magazines, reported news events in
the newspapers, and opinions made on issues under investigation.
The present study aims at establishing factors affecting educators‟ job performance and job
satisfaction in the Rekopantswe AO public schools. The literature related to the topic is
briefly reviewed below. This literature review briefly presents an analysis and summary on
some research studies on educator job performance and job satisfaction, theories on job
performance and job satisfaction, demographic factors, organisational factors and classroom
related factors.
An overview on job performance and job satisfaction is briefly provided below.
2.2. RESEARCH STUDIES ON EDUCATORS‟ JOB PERFORMANCE AND JOB
SATISFACTION
2.2.1. Some studies on educators‟ job performance
Educator performance in accordance with Tinofirei (2011:12) is the timeous, cost-effective
and successful discharging of mutually considered and acknowledged tasks by an educator as
assigned by the department of education. Hussin (2011) as cited in (Jinyevu, 2013:82) points
out that, “job performance refers to putting knowledge and skills in practice so that work can
be done effectively and efficiently”. Nevertheless, the ability and productiveness of educators
in discharging their professional duties can be influenced by factors such as personal qualities
and organisational influence which may impinge on educator job performance either
negatively or positively.
Veer (2004) as cited in Akram (2010:60) sets out and emphasize some factors affecting
educator‟s performance. These factors are mastery in didactics, dispositions, quantity of
educator talents, subject expertise, and complexion of teaching atmosphere. The study by
Akram (2010) was to relate teaching performance to gaining knowledge of learners and
further tailored to evaluate the conjunction between few aspects as well as performance in
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schooling. There are copious external elements that influence the manner educator effects
resolutions in a classroom. These elements incorporate to some level the expectations or
projections of the society, the specific school establishment in which the educator is having a
job, school itself, class policies, parents and learners (Akram, 2010). The majority of the
external elements emerge paradoxical, and it is the competence of classroom educator to fuse
them into an operational order while amalgamating them with an assortment of internal
elements (Akram, 2010).
2.2.2. Some studies on educators‟ job satisfaction
Job satisfaction can be outlined on an array of methods rooted on suitable literature.
Gathungu and Wachira (2013:4) define job satisfaction as the overall outcomes of the
pleasing or bad attitude kept by a single job-holder at a designated time. Ilham (2009) cited in
Jinyevu (2013:82) posits that job satisfaction is “a positive or negative aspects of employee‟s
attitudes towards their job or some features of the job”. Hulin and Judge (2003) as cited in
Saiti and Papadopoulos (2015:74) point out that job satisfaction involves multidimensional
subjective reactions to one‟s profession and that these responses have behavioural, mental
and emotional conflict. These definitions clearly indicate that job satisfaction is the result of
emotional issues in the workplace.
Mullins (2007:34) indicates that the capability of educator‟s performance and educator job
satisfaction revolves considerably on the “concept of psychological contract” (mute
agreement) amidst educators and the school. He further advocates that psychological
agreement is an unofficial written agreement as it conceals a series of interactive
anticipations and wants resulting from the educator-school alliance. The school continues to
be an educational organisation as well as “behind any organisation there are people”
(Mullins, 2007:34), whose conduct highlights a critical task in the viability, competence and
success of the school.
Gesinde and Adejumo (2012) found that age band and educational achievements had no
impressive distinctions on the educator‟s satisfaction degree as well as the experience of
educators absolutely recount to job satisfaction whereas their survey did not furnish any
confirmation of a gender outcome. The findings of Iwu, et.al (2013:838) suggest that a
considerable number of motivated educators feel job satisfaction and they perform
excellently than companions who are shabbily motivated.
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2.2.3. Relationship between job performance and job satisfaction
There is a two-way link connecting job performance and job satisfaction (Spector, 2008). In
the first place, satisfaction may usher improved job performance, i.e. people who like their
jobs are industrious and aspire to perform more competently. In the second place,
performance may show the way to job satisfaction, i.e. educators who perform proficiently
are anticipated to gain from that job performance and those gain could intensify their job
satisfaction. The findings by Jinyevu (2013:82) show that “not only a positive correlation
between job satisfaction dimensions and employees performance, but also positive influence
of job satisfaction thus satisfied employees are highly motivated, have higher job morale and
perform better than those who are dissatisfied”. Job satisfaction in accordance with Ololube
(2006:1) is the competency of educating as a career to discharge the demands of educators
and polish up their job performance. This study therefore tries to establish whether there is
any relationship between job performance and job satisfaction of educators.
2.3. FACTORS THAT AFFECT EDUCATORS‟ JOB PERFORMANCE AND JOB
SATISFACTION
There are several factors that play a role in the job performance and job satisfaction of
educators at their different schools. Evans (2001:304) maintains that there is an inextricable
relationship between job performance and job satisfaction, which is seen as a complementary
approach. In support of Evans, Spector (2008) also argues that there is a two-way link
connecting job performance and job satisfaction.In the first place, satisfaction may usher
improved job performance, i.e. people who like their jobs are industrious and aspire to
perform more competently. In the second place, performance may show the way to job
satisfaction, i.e. educators who perform proficiently are anticipated to gain from that job
performance and those gain could intensify their job satisfaction.
The findings by Jinyevu (2013:82) show that “a positive correlation between job satisfaction
dimensions and employees performance have higher job morale and performance better than
those who are dissatisfied”. Job satisfaction in accordance with Ololube (2006:1) is the
competency of educating as a career to discharge the demands of educators and polish up
their job performance.
This study therefore tries to establish whether there is any relationship between job
performance and job satisfaction of educators. The factors will be grouped in three main parts
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namely; demographic, organisational and organisational practice factor. The factors are
mostly generic and are applicable to educational field and other fields of work although the
sole focus is on the learning sites.
2.3.1. Demographic factors
Demography is referred to as “the numbers, settlement and movement of the target group”
(Steyn, Steyn, de Waal &Wolhuter, 2002:128). According to Steyn et al. (2002:128), the
numbers point to the numbers of educators, considering their age, gender and some special
needs that should be served by the educational system. These numbers may have an effect on
the learners, institution, curricula and differentiation, physical facilities and educators (Steyn
et al., 2002:128). Steyn et al., (2002:128) posit that settlement of the target group is the
places educators leave i.e. for example in this study either an educator resides in a village or
township. Some of the mentioned factors are discussed below.
2.3.1.1. Age
Several research studies indicated different levels of motivation and job satisfaction of
workers. Yezzi and Lester (2000) found that age and need to perform as antecedent of job
satisfaction using a multiple regression-exclusive approach. Shulze and Steyn (2003:145)
found that new entrants to employment and workers nearing retirement have higher
motivation degrees than those in the in-between. Spector (2003:226) argues that these young
employees are intrinsically motivated to make a better recognition as professionals. The job
satisfaction among experienced (older) workers seemed to be higher as they are on the verge
of retiring after serving their employer for a lengthy period. The above-mentioned findings
are emphasized by Johnson and Johnson (2000); and Blood, Ridenour, Thomas, Qualls and
Hammer (2002) who report that older employees tend to have higher levels of satisfaction in
their jobs than young employees.
Shulze and Steyn (2003:145) and Spector (2003:226) elucidate job satisfaction and
motivation (performance) of workers in different age groups as below:
Group 1: Educators between 20 and 27 years of age are committed to their marriages, kids
and work as they are in the process of making a stable future for themselves and their
families while leaving their own options open as cited by Shulze and Steyn (2003) from
(NASSP Practitioner, 1995).
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Group 2: Educators between 28 and 33 years of age are worried about their career paths,
marriages, parenting, location and owning homes.
Group 3: Between 34 and 39 years educators question their accomplishments or lack thereof
and might experience intense stress.
Group 4: The ages from 40 to 47 years, is the period of disillusionment for many due to
unfulfilled ambitions and feelings.
Group 5: Educators generally resist change and are fixed in values and purpose from 47 years
to retirement.
In accordance with Herzberg, Mausner, Peterson and Capwell (in Crossman & Harris,
2006:32), as up to the age of 33 (group 1 & 2 above), educators experience higher degrees of
job satisfaction at the beginning of their careers, mid-career decline in group 4 and increase
towards the end of their career as in group 5. Oshagbemi (in Crossman & Harris, 2006:32)
posits that older educators cope with job related challenges because they developed
strategies, while Chaplain and Kinman (in Crossman & Harris, 2006: 32) argue that group 3
educators are the least satisfied because of the unfulfilled career ambitions and health or
family challenges. The above outlined issues may affect job performance of educators as per
the degree of their satisfaction.
2.3.1.2. Gender
Obineli (2013: 234) found no noticeable difference between female and male educators in
their view of salary as the factor which affects job satisfaction in secondary schools. The
above findings agree with opinion that financial support gives employees the material needs
and psychological satisfaction (Obineli, 2013). The studies of Crossman and Harris (2006:32)
suggests that both men and women show the same degrees of satisfaction whilst Hickson and
Oshagbemi (in Crossman & Harris, 2006:32) argues that in the UK and elsewhere, women
show higher degrees of satisfaction. This is further supported by Culpin and Wright (2002)
who found that expatriate women especially in management felt very satisfied in their jobs
due to significant impact they made on their colleagues.
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2.3.1.3. Educational status
Johnson and Johnson (2000) suggested that correlating qualifications with employees‟ jobs
lead to positive job satisfaction. The view, indicate that more educated educators will
experience a better job satisfaction if their job allocation is in line with their exact
qualification i.e. subject specialisation. Gazioglu and Tansel (2002) maintain that employees
with junior degrees and post graduates have lower levels of satisfaction in jobs than those
with lesser qualifications.
2.3.1.4. Working experience
Iwuet al. (2013:842) found that only 13% of the respondents in their research have more than
20 years of experience which means that most of the educators do not have vast experience in
the field. The confidence level in teaching skills may affect their motivation and job
performance because most of these educators are still new in the teaching fraternity. In
contrast, Johnson and Johnson (2000) argue that employees with longer service tend to be
satisfied than less experienced employees. They further elucidated that there is an existence
of the inverse relationship between job satisfaction and years of service and suggested that
high experience is seen as a liability in some institutions while senior educators are given
more respect. Obineli (2013:235) found unnoticeable disparity between less experienced and
experienced educators in their views on promotions as the factor influencing job satisfaction.
2.3.2. Organisational Factors
2.3.2.1. Communication
Organisational communication is one of the pillars in a sound workplace. However, Pettit,
Goris and Vaught (1997) as cited in Kamstra (2005:38) argue the notion that organisational
communication affects the job performance and job satisfaction relationship.
14
Figure 2.1: A model of the expected effects of organisational communication on job
performance and job satisfaction
(Adapted from Pettit et al.., 1997:84).Source: Kamstra, 2005:38
If educators are exhibited to hearty communication, job performance will in succession
improve, ruling to strengthened job satisfaction.
2.3.2.2. Issues related to some departmental policies
Departmental policies provide with guidelines on the way provisions of legislature must be
implemented practically and it may be in a policy document or disseminated through
circulars or notices (Oosthuizen, Botha, Roos, Rossouw& Smit, 2009). Steyn (2000) posits
that policy is described by the intentions of what the education systems want to achieve and
the way it have to be achieved. Educators are expected to implement policies of the
department of education (Kallaway, 2007:30), whilst the very policies are formulated by
Education Policy unit of DoE in which these poor implementers are not involved. Most
educators are concerned that they actively involved in the transformation of schools and
willing to participate in future issues involving the change in schools (Poppleton &
Williamson, 2004:289).
The department of education looked over and made an enticing salary packages of new
entrants in the teaching fraternity whereas the serving educators‟ salary packages were not
addressed by the same token (Balt, 2005:1) and that closed the gap between the two pockets
of educators. The department of education further presented career-pathing by effecting
Occupation Specific Dispensation in 2008. This made it possible that subordinates salaried
more than their seniors or supervisors i.e. post level 1 senior or master educator earning more
than post level 2 (departmental head) and/or in some instances post level 3 who are deputy
principals. Payscale (2011a-b: 1) indicates that there is no discrepancy between salaries of
primary and secondary school educators whereas there is a vast difference between the needs,
Organisational
communication
Job Performance Job satisfaction
15
demands and requirements of the two phases. In contrast, it is mentioned in 1.1. that
secondary school teaching is one of the ten irksome jobs as compared to “rudimentary
competencies in reading, writing and arithmetic” done by educators in primary schools
(Fleisch, 2008:68).
The department of education has made a trial and error with three systems of educator
evaluations which are Developmental Appraisal (DA), Whole School Evaluation (WSE) and
Performance Measurement (PM). The three models were combined to form Integrated
Quality Management System (IQMS) (De Clerq, 2008:13). The main aim of IQMS is to
develop educators without any pre-judgement elevate and empower their teaching practices at
schools but problems brewed from the system. According to SADTU (2002 & 2005), districts
and senior managers failed to support educators in the areas identified for development.
Hindle (2006) maintains that IQMS is a realistic tool for evaluation of educators and schools
whereas other researchers believe less. Bloch (2009) and Taylor (2006) posit IQMS is based
in the premise that there is a harmonious professional relationship between school
management team and educators, but in reality there are so many dissatisfactions. IQMS is
mainly focused on educators and does elaborate on anything concerning the accountability of
the national department (Weber, 2005:70). The other concern by Weber (2005:70) is that
IQMS has side-lined school governing body, parents, learners and learner representative
council forgetting that educator development and performance cannot be complete without
these stakeholders. De Clerq (2008) maintains that educators needs resources and the
expertise to use those resource, conducive environment and effective curriculum for smooth
implementation of IQMS.
2.3.2.3. Admission policy
Multiple grade repeaters and older learners than the expected age cohort are placed in the
same class irrespective of age (ELRC, 2003). According to ELRC (2003), it is acceptable to
have aged learners in schools or classes with young learners in the same class or grade. Van
der Merwe (2009:18) posits that this kind of situation breed variety of conduct problems such
as maltreatment, blackmailing and other forms of indignities in the school yard, hence
leading to increased educator workloads.
Admission policies have an impact on the job satisfaction and performance of educators. The
Education White Paper 6 (DoE, 2001) provides with access to learners with special essentials
in public schools, where it is reasonably feasible. In contrast, this is not evident in South
16
Africa because educators are obliged to take care of the needs of such kids without any sound
schooling or expertise hence increasing the workload of these unskilled educators.
2.3.2.4. Discipline, safety and security
Educators and learners are devastated by unbecoming behaviours of some learners which are
brutal and risks instability and bullying. Gasa (2005) avers that learner aggression is heavily
associated to drugs and stuff exploitation, as involved learners seem to be short of discipline
or guidance and look to be disregardful of what they doing. Confirmation signifies that
schools are explicitly susceptible to substance usage by learners and incorporate urban and
rural school kids according to National Education Policy Act (NEPA), Act 27of 1996 (RSA,
2000). There is an increased interrelationship between substance abuse, un-societal and
domineering attitude that is very classical such as destructiveness, sensual violence and
stealing.
Rehabilitative justice is campaigned by NEPA to help learners who are implicated with or
indulge in drugs and substance abuse (ELRC, 2003). According to NEPA in ELRC (2003),
stringent actions made against drug delinquents will assist to look on parts of the dilemma as
it perceives this problem of drug usage as a consequence of coequal influence. Researchers
maintain that substance and drug abuse are very destructive to children on emotional in-
stability, physical, psychological and social status (Dibetle, 2008:5 &Mabitla, 2006:36) and
these exploitations could steer to overreliance and ineradicable wellness complications.
Educators are not prepared to cope with such state of affairs whilst NEPA champions the
reassuring atmosphere in taking care of learners with drug addiction. ELRC (2003) has made
the restraining order of indiscriminate ransacking of learners which exacerbated the dilemma
where most educators are deeply upset when troubled by high learners. Roper (2007:15)
posits that the job satisfaction and performance of educators is highly undermined because
they are not skilled to handle these kinds of circumstances and therefore respond this
atmosphere with delusion.
The conditions governing the discontinuation and banishment of learners from schools are
conveyed by educators with different responses including the prevention of physical
discipline. The School Governing Body (SGB) is the only authority able to remove a learner
who contravenes the code of conduct of the school after some fair hearing according to South
African Schools Act (SASA) from the school. The Department of Basic Education has the
17
exclusive rights to dismiss a learner with remorseful serious offences which will then locate
another school to place the learner. Most educators perceive that the regulations and laws
bend excessively to learners indifferently together with physical discipline without suitable
techniques of strictness in place (Macarthy, 2008:39). The outlined issues affect educator‟s
job performance and job satisfaction either negatively or positively.
2.3.2.5. Physical working conditions
Prestigious schools, due to their socio-economic conditions, have an impact on the job
satisfaction and job performance degrees of its educators and eventually good performance of
learners (Christie, Butler & Potterton, 2007:4; Smith & Hoy, 2007). These kinds of schools
commonly known as quintile 5 schools, are well resourced with smaller class size, low
learner- educator ratio and abundance LTSM compared to the rural schools which are mostly
no fee schools. Rekopantswe AO is predominantly rural serving chronicled documented
handicap schools. Literature is well provided with the challenges confronting learners in rural
and townships (Pandy & Arends, 2008:22). The DoE did set up some delegations to make
inquiries about challenges faced by schools in these communities so that there can be redress.
Some of the issues established in these underprivileged areas comprise:
Overpopulated classrooms and insufficient educator approval and human resource;
An evident absence of parental partnership and monitoring of learner‟s assignments,
projects and even home-works;
Learners‟ indiscipline and reluctance to acknowledge regulations and complying with
code of conduct of the school;
Destructiveness, intimidating remarks and revolting character assassination of
educators who are seen to be putting much pressure on children by requesting tasks
executed timeously;
Disparities that is present amidst insufficiently advantaged schools and the
prolonged correlations of learner outcomes among incompetently and affluent
schools; as well as
Inadequate facilities such as genuine sewerage, essential infrastructure and hygienic
water (Guttman, 2007:14-15; Karp, 2007 & Mohlala, 2010:2).
The ambitions of educators, according to Herzberg‟s „hygiene factor‟ and Maslow‟s
hierarchy of needs in a contributively operational environment,is very challenging to achieve
hence educators simply performed “the best they can” (Taylor, 2007). To some extent, the
18
conditions of indigence and destitution, less growth and disregard boast the accruing effect on
absolute beliefs of formal schooling in these disadvantaged communities thereby leading to
strenuous job performance and job satisfaction. Educators in these conditions or places have
the sentiments that their jobs are not cherished (Vail, 2005:11).
2.3.3. Classroom related factors
Schools are more and more confronted at all times with increasing challenges like improved
sphere in the classroom, higher projections concerning learner attainment and recent
psychological awareness regarding teaching and learning (Organisation for Economic
Cooperation and Development - OECD, 2006). Classroom related factors concern the factors
that have an impact on educator‟s job performance and job satisfaction as a manager in the
classroom and include a variety of activities that an educator is expected to do when meeting
different educational stakeholders. These challenges create the schools‟ achievement to a
larger extent reliant on educators‟ desire to be more industrious in order to achieve their
schools‟ targets and aspirations (Somech & Ron, 2007). The classroom related factors
incorporate the nature of employment as well as interpersonal relations for the objective of
this research.
Educator workload
Masitsa, Van Staden, De Wit, Niemann, Heyns, Brazelle & Niemann (2004:229) indicate that
insufficient or unacceptable workloads are the obstacles to productive role of educators since
they create a threat to efficient and effective assessment and immediate feedbacks. Educators
perceive the intensive and exhausting workload as a stressor and they do not possess
sufficient time to accomplish the desired quality of teaching and learning (Conley &
Wooseley, 2000:194; Harris & Hartman, 2002:403).
Chisholm et al. (2005) found that closed as well as open-ended survey instrument suggest
that approximately three in four educators experience that their workload has expanded a lot
since 2000 to 75% and in excess of 90% of educators considered IQMS and continuous
assessment stipulations and new curriculum raised their workload respectively. Most
educators undergo various, difficult and continuously changing demands in teaching learning
conditions due intolerable rise of workload.
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School culture and climate
School climate and school culture are two discrete yet closely interconnected and interactive,
features in the operations of the school (Saufler, 2005). These two concepts are more likely to
affect educators‟ job performance and job satisfaction in schools. Both school climate and
school culture are ideas which can be connected to the environment in a school but can have
an impact in contrasting manner and can influence educator job outcomes significantly.
Ninan (2006) assets that positive educator outcomes embrace good job performance, good
achievements, well-developed individuals and positive work atmosphere.
School culture affect job performance and job satisfaction as it is a complicated sequence of
patterns, thoughts, sentiments, actions, efficacies, observances, established practices and
imaginations that are acutely implanted in almost every angle of a school (Barth, 2002).
Hinde (2004) considers school culture as traditions, norms, customs and beliefs which
advance the school beyond a certain period. It is non-static but continuous series of events
which indicates the collective concepts, postulations and opinions that exhibit the uniqueness
of each school and the quality of the end results. School culture displays characteristics which
the school neighbourhood look after, how they glorify and what this school community make
reference to (Robbins & Alvy, 2009). It happens on regular basis. They maintain that the
school culture has an impact on educator efficiency, performance, professional growth,
management systems and traditions. Cavanagh and Delhar (2001) concur that aspects like
combined efforts, professional growth and good management systems lead to an excellent
school, which are likely to lead to good educator job performance and job satisfaction.
2.3.3.1. Interpersonal relations
Relations with learners
Educator job performance and job satisfaction are likely to be influenced negatively or
positively by learners‟ behaviour, accomplishment, commitment to their work and their
relations with educators. It is highly substantiated that the standard of learners‟ relations with
their educators in the lower grades has a crucial marking for learners‟ concurrent and
forthcoming scholastic and behavioural orientation (Meehan, Hughes & Cavell, 2003). The
partnership among educator-learner relation quality and learners‟ ensuing adaptation clings
on when prior levels of adaptation are numerically managed (Meehan et al., 2003).
20
Moreover, an impact of educator-learner relations quality is evaluated in early childhood on
attainment is established up to 8 years subsequently, ruling for appropriate baseline minor
attributes (Hamre & Pianta, 2001).
South African scholastic climate is nowadays characterised by defiant learner misdemeanour
that ignites adversely on the culture of teaching and learning (Karp, 2007 & Samuel, 2007).
This defiant behaviour leads to highly demotivated learners, ill-disciplined learners and care
free learners. Demotivated learners lack ambitions, play truancy and do not care about how
other learners and educators perceive them (Schulze & Steyn, 2007). Ill-disciplined learners
are disorderly in classrooms, militant, vicious and show negative sentiments upon their work
(Kyriacou, 2001).
Relations with other educators
Collegial assistance and joint actions are very crucial for the prosperity of every institution
(Schulze & Steyn, 2003:146). The school collegiality means functioning jointly as a unit for
the accomplishment of collective intentions, objectives and reasons so that understanding,
experiences as well as perspectives can be successfully disseminated to learners. Hausman
and Goldring (2001:36) maintain that collegiality finds educators‟ desires for association,
permits skills or knowledge sharing and causes of shared perceptions that can influence
learner learning. Educator relations with colleagues are therefore a vital precursory of job
satisfaction and the general conditions of work has an important effect on employees‟
perspectives and conducts (Evans, 2001:302).
Steyn (2002:83) contends that most of the educators‟ job is done in an independent classroom
excluding them from other educators, the kind of interpersonal relationship with colleagues
can lead to job dissatisfaction or satisfaction which will more likely affect the their job
performance. Singh, ManserandMestry (2007:542) claim that collegiality brings about
societal spirit which equips workers with a feeling of significance as well as uniqueness and
those colleagues who are marked by teamwork and appreciation to a greater level have an
effect on workers‟ job satisfaction and most likely their job performance.
Relations with school leadership – principal
Principal – educator relations engagements are conceived to be innermost factors that
generate increased satisfaction levels, determination and cohesion within the institution
(Louis, Leithwood, Wahlstroom, Anderson, Michin, Mascall & Moore, 2010; Moolenaar,
21
Daly & Slewegers, 2010; Stevenson & Bauer, 2010). In most instances, educators dissipate
confidence in an ineffective principal and exhibit discontent as well as dissatisfaction
(Masitsaet al., 2004:238). Minarik, Thorton and Perreault (2003:231) posit that the principal
must be a major catalyst in ascertaining that amicable relations exist in a school. Singh et al.,
(2007) aver that the principal should count in educators in his/her core duties like delegating,
some decisions, organising, supervising as well as resolution of conflicts. Minariket al.,
(2003:233) further maintain that personnel relations, educator job allocation, leadership styles
as well as resolution of conflicts together contribute to the level of job performance and job
satisfaction. Equitable interest is the cornerstone of constituting and fortifying grounded
organisational relationships (Tschannen-Moran, 2004).
Louis & Leithwood, 2010 maintain that principals who can candidly begin a confident
institutional atmosphere for all stakeholders like parents, educators, learners and society can
turn into the agents of change in schools. Some researchers have findings that competent
principals enhance educator prosperity (job performance) as well as quality if they
accommodate balanced characteristics, technical institutional aims (Louis & Leithwood,
2010), generate and champion coherence to apportioned ethos and values and approvingly
include educators in decision acquisition to find the aims and benefit the school (Leithwood
& Jantzi, 2008; Louis et al., 2010). Spillane and Healey (2010) argue that consistency of
principals‟ decisions is a crucial guiding principle of efficient principals and hence better
relations at work.
Several studies asserted the effect of delegating authority in institutional decisions (Elmore,
2000; Robinson, Lloyd & Rowe, 2008). Delegating authority can raise creative teaching
(Somech, 2005). In contrast, the commitment of educators can be broken by delegated
administrative tasks (Hulpia, Devos & Rosseel, 2009). Most studies share the view that
management is extra efficient if it uses delegated management style rather than autocratic
style (Elmore, 2000; Leithwoodet al., 2008; Louis et al., 2010 & Spillane et al., 2010).
Relations with guardians/parents
Societal and parental participation has matured into a fundamental matter in governance as
well as management in current years in South Africa (Mohlala, 2010). The South African
Schools Act explains the conception of a parent; specifies functions of parents; lay
stipulations associated with the rights of parents to the information about the schools; and
22
afford parents and society to be part of the School Governing Bodies (SGB). These
amendments have most likely led to a more conducive atmosphere for parent participation in
their children schools. Still, real parent participation or partnership continues to be
unsatisfactory (Lemmer & Van Wyk, 2004:184).
The general participation of parents in the daily supervision of a school is of cordial
significance (Botha, 2007:30). Steyn (2003:24) avers that if educators can perceive parents as
probable influential associates in the society, then education will hopefully be substantially
successful. Clark and Dorris (2006:22) assert that parents of learners in secondary schools
who positively participate in school matters, have extensive impact in their children‟s
success. Parental partnership in schools differs in harmony with geographical locus, socio-
economic conditions and particular state of affairs of parents as well as guardians in South
Africa (Botha, 2007:31-32; Bush & Heystek, 2003:132). Educators commonly believe that
parents and society do not give them essential moral support and acknowledgement
(Perrachoine, Rosser & Peterson, 2008:3; Schulze & Steyn, 2007:695). Lemmeret al.,
(2004:188) maintain that parents association with educators is more likely to prosper if there
is an active communication between the two parties. Learners have higher accomplishment,
perform better and display higher degree of psychological, societal and behavioural
orientation when parents engage in their education and if these parents have a sound relation
with educators distinguished by goodwill and esteem (Fan & Chen, 2001; Henderson &
Mapp, 2002). The relation with parents is of utmost importance for educators‟ job
performance and job satisfaction which will ultimately be beneficial to learners.
2.4. THEORIES ON JOB PERFORMANCE
Vital to the continued existence of any establishment or school is the welfare of its personnel
(McGregor, 2006 & Spector, 2003). Content and satisfied employees in general have a good
output or are productive at their different jobs hence a better job performance. The constructs
of job performance and job satisfaction are dealt with in a diversity of theoretical viewpoints
which illuminate why individuals at the place of work conduct themself in the way which
they do.
These theories benefit the comprehending of social approaches, performance, relations as
well as the obligations of employees at the place of work in realisation of organisational
products or results. The works of some theorists, although old are critically analysed in this
section and section 2.3 to understand the above-mentioned constructs. Job performance and
23
job satisfaction theorists are mostly humanistic and constructed on the interaction of human,
circumstantial as well as environmental factors.
Expectancy Theory
The expectancy theory of motivation was made known by Vroom in 1964. It is also explained
as a process theory and, gives an elucidation on the peoples‟ selection of behavioural designs.
Redmond (2014) asserts that the fundamental view backing the theory is that human being
will be inspired since they maintain that their judgement will steer to their intended results.
Fang (2008) avers that the expectancy theory suggests that job motivation is reliant on the
distinguished order amidst performance as well as results and individuals remodel their
conduct hinged on their estimation of envisaged results.
The aspiration to fulfil the desire should be satisfactorily powerful to cause a worthy
endeavour (Lawler, Porter & Vroom, 2009). The expectancy theory is also described as
Vroom‟s Expectancy-Valence-Instrumentality (VIE) theory is equated below:
Force = Expectancy x Valence x Instrumentality, where:
Force is the inspiration of an employee (educator) to perform;
Expectance signifies to a remarked expectation of an individual (educator) that
intensified effort will bear a more desirable performance e.g. extra-classes will yield
improved learner results.
Valence is the attractiveness or value and refers to the beliefs of the desired outcomes
(Redmond, 2010) or an emotional orientation which an individual (educator) perceive
about the outcomes or rewards.
Instrumentality refers to the perceived thought by an individual (educator) that if
he/she performs well, then the performance will lead to the desired outcome.
24
Figure 2.2: Expectancy theory components, (Scholl, 2002:1)
Motivational force (MF) = Expectancy (E-P) x Instrumentality (P-R) x Valence V(R)
This figure (2.2) suggests that the association amidst effort and performance is conceived as
the E-P coupling (Isaac, 2001). In explaining this, Scholl (2002) elucidates that the
expectancy element of the ideology is the certainty that the individual‟s effort (E), will allot
the awaited performance (P) target. Instrumentality is the element, in which the expectation is
that the conceived performance agrees with the assumed results. The relationship is depicted
as P-E connection (Isaac et al., 2001). In this component, the individual (educator) assumes
that if he/she adheres to the anticipated performance then a good compensation will be
acknowledged (Scholl, 2002). The alterable which affect instrumentality are control, trust (in
management) and policies (Scholl, 2002). The last element of VIE theory is Valence V(R). It
is acclaimed by the approach in which an individual (educator) admires the compensation.
Valence does not advance the confirmed satisfaction degree which a person acquires from the
results, but certainly the satisfaction anticipated by a person to get from particular results
(Redmond, 2010).Thus, the expectancy theory proposes that educators must be industrious to
perform better if they value good job performance as a reward and believe that better
performance will drive to a desired reward or product.
Although the expectancy theory has been used over years to explain the workplace situation,
it has some shortfalls. It has received some received considerable criticism. Baron, Henley,
McGibbon & McCarthy (2002) assert that the expectancy theory inadequately reflect rational
confines of individuals. Baron et al. (2002) disbelieve that individuals are as coherent and
manipulative in the judgements as advocated by this theory. An appraisal of the expectancy
theory as a contributing factor of stimulus at workstation, conversely, exposes added
shortcomings than advantages. However, the relevance the theory is to understand the
educator motivation towards a good job performance.
Expectancy (E – P)
Perceived likehood that
Effort will lead to
Performance
Instrumentality (P – R)
Perceived likehood that
Performance will lead to
desired Rewards
Valence V(R)
The value of expected
rewards to the individual
Motivational Force (MF)
Force directing specific
behavioral alternatives
Needs
Values
Goals
Preferences
Trust
Control
Policies
Self-Efficacy
Goal Difficulty
Perceived Control
25
2.5. THEORIES ON JOB SATISFACTION
Needs-based theories correspondingly denoted to as content theories enlighten the content of
job satisfaction. These theories put forward internal circumstances within individuals that
direct and invigorate their actions. These internal conditions are referred to as needs, drives or
intentions. Maslow‟s hierarchy of needs and Herzberg‟s two-factor theories draw the
theoretical perspectives on job satisfaction.
2.5.1. Maslow‟s Hierarchy of Needs Theory
Abraham Maslow‟s broadly quoted hierarchy of needs dates as far as 1943 (Spector,
2008:202; Marnevick, 2011:1295). Maslow‟s theory suggested five unmet needs which
motivate us as arranged in the hierarchical order as shown in the model below:
Figure 2.3: Maslow Hierarchy of needs theory
(Modified) Adapted from: Spector, 2003 p.190
Figure 2.3 shows that from lower needs, physiological needs which relates to fundamental
survival or life sustaining needs such as food (hunger or thirst) and shelter whilst the safety
needs include job security, financial stability and protection from physical harm (Spector,
2008:203). These first two levels are considered as the lower order needs (Spector, 2003:190)
and the next three levels are higher order needs. Social needs relate to the need to belong,
self-
actualisation
needs
Esteem needs
Social needs
Safety needs
Physiological needs
Higher order needs
Lower order needs Salary
Incentives
Challenging job
Social activities
Seniority
WORK
Shelter
Financial stability
Friendships
Status
Creative success
PERSONAL
26
social acceptance, friendships and love. Esteem needs refer to the desire for status and self-
respect whereas the highest order needs involve need to achieve full potential or some
creative success. According to Maslow‟s theory, one must satisfy the lower levels first before
the need to satisfy the next higher level. Maslow maintained that some individuals are fine
with lower needs only until these needs are satisfied.
According to Hayward (2009) and Macarthy (2008), violence which occurs within the
schools yard has become a norm or a way of life for most learners hence making it difficult in
concentration for effective and efficient teaching and learning. These authors maintain that
social needs enable educators to look for associates or friendships with colleagues and these
ties enforce the need for belonging, love and social acceptance. They further indicate that
esteem needs enhance educators to seek status, autonomy and professional competence and
lastly the self-actualization needs will assist or motivate educators to be in their full potential.
Although Maslow‟s hierarchy of needs has been widely used, it has received some criticisms.
Maslow‟s theory anticipated that individuals would be doubtful to work vigorously as secure
employees if raised up in an atmosphere in which their essentials are not encountered (Kauer,
2013). Critics of the theory have maintained the dissimilarity amongst the shortages and
progression needs but exhibited that certain number of individuals are capable to satisfy their
upper demand needs on the employment (Kauer, 2013). Greenberg and Baron (cited in
Kauer, 2013:1063) maintain that Maslow‟s theory has not acknowledged an excessive pact of
backing with reverence to particular impression it put forward. Basset-Jones et al. (2005)
posit that in broad, censors of Maslow‟s theory dispute that it is a consequence of the
ordinary sentiment of personnel to yield acknowledgement for needs encountered and
dissatisfaction on unseen needs. Since the theories appeartoo inconclusive, it warrants a need
for further research.
2.5.2. Two-factor Theory
According to the two-factor theory, Frederick Herzberg conducted a study in 1957 at
Pittsburg Institute of Psychological Services. He developed a theory advocating that
satisfaction and motivation is derived from the kind of work and not from the conditions of
work or external factors. He interviewed 200 engineers and accountants from 11 companies
in which he found factors causing dissatisfaction and satisfaction in the workplace. From this
study, Herzberg argued that factors causing dissatisfaction are mostly influenced by work
27
external factors whereas satisfaction factors are more likely influenced by the nature of the
job and categorised them as “hygiene factors” and “motivation factors”.
The theory divides job factors into satisfiers (motivation factors) which contribute to strong
job satisfaction and dis-satisfiers (hygiene factors) should be present to reduce job
dissatisfaction.
Figure 2.4: Herzberg‟s Two Factor Theory
Source: Drafte&Kossen in Steyn. 2002:92
Dis-satisfiers or “hygiene factors” prevent the loss of motivation (Steyn, 2002). Hygiene
factors will de-motivate educators if they are not present but will not in themselves actually
motivate educators to be industrious. These di-satisfiers actually surround the work rather
than the work itself. The removal of dis-satisfiers will not necessarily mean that educators
would be satisfied. They range from the state of job dissatisfaction to no job dissatisfaction
(Steyn, 2002).
According to Herzberg (in Steyn, 2002), satisfiers are the range of recognition, increased
responsibility, joy of performance and career opportunities in the workplace. Satisfiers or
motivators contribute strongly to job satisfaction. Furthermore, the effective satisfiers do not
only lead educators to job satisfaction, but also increased to job performance. The existence
of these factors results in satisfaction and motivation while their unavailability would not
results in dissatisfaction.
MOTIVATORS
No
Job Satisfaction
Job Satisfaction
HYGIENE FACTORS
Job
No Job Dissatisfaction
Dissatisfaction
Factors include:
- Meaningful work
- Challenging work
- Recognition of accomplishments
- Feeling of achievement
- Increased responsibility
- Opportunities for growth and
advancement
Factors include:
- Salary
- Status
- Security
- Working conditions
- Policies and administrative
practices
- Interpersonal relationships
28
In Herzberg‟s theory, satisfiers and dis-satisfiers are the two key factors in the efficiency of
an individual, failure and success of an organisation (Barzoki, Attafar & Jannati, 2012).
Herzberg (1957)‟s model of two-factor theory, can be used to analyse evidence of de-
motivated educators which may include low level of satisfaction, poor quality of results, poor
educator-educator relationships, strikes and labour disputes due to remuneration or conditions
of educator‟s services. According to Barzokiet al. (2012), some factors may result in an
increase of individual‟s motivation whilst others play lesser crucial roles in increased
satisfaction and motivation. Herzberg (1957) asserts that motivation needs a twofold
approach: remove dis-satisfiers and improve satisfiers hence there will be increased job
satisfaction and better job performance of educators.
Ololube (2006:6) posits that the department of education and school managers should
consider ways to increase educator job satisfaction and capabilities for teaching and school
improvement. Highly motivated educators with satisfied needs may innovate better social,
physical and psychological climate. Such educators would be able to combine professional,
interpersonal and intrapersonal knowledge (Ololube, 2006:6).
Although the theory is widely used, it has some criticism. Schroder (2008) utilised the two
factor theory as the theoretic context for the research on 835 university personnel in order to
establish the influence of demographical aspects on job satisfaction. The scholar established
that the general job satisfaction was correlated to age as well as educational class, and that
degrees of extrinsic as well as intrinsic job satisfaction were dissimilar for other professional
groups‟ results that controverted Herzberg‟s outcomes (Schroder, 2008).
Dunaway and Running (2009) researched on nurses‟ job satisfaction with Herzberg‟s two
factor theory. They also did not upkeep the two factor theory in whichever region with the
exception of that labour itself has an effect on workers‟ satisfaction. The survey showed that
the prevailing literature exhausting disapproval on the two factor theory as an edge of
orientation. They established that two the factor theory‟s facts is a product credited to
external factors as a substitute of internal factors thus unsustainable as a depiction of job
outlooks. A survey of faculty personnel of higher institution in Uganda sanctioned it,
finalising that whichever specified factor may perhaps either induce satisfaction or prompt
dissatisfaction subject to conditional variables in the in work setting (Ssesanga & Garrett,
2005).
29
The latter discussed theories are inconclusive but they assisted in explaining and
understanding the problem and the findings.The theories warrant a further research since they
are questionable.
2.6. SUMMARY
Chapter 2 furnished a broad review of generic, expectancy, Maslow‟s hierarchy of needs,
two-factor theories. Educators‟ capabilities, potentials, satisfaction as well as performance are
very crucial in the awareness of organisational aims and objectives. In schools, educator‟s job
performance and satisfaction are affected by various factors and is therefore of significance to
recognition of educational aims and objectives, advancement of a noble culture of learning
and teaching and eventually a good story to tell. This chapter concluded with a brief outline
of some studies on the relationship between job performance and job satisfaction.
30
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
3.1. INTRODUCTION
The study utilised both quantitative and qualitative approaches. This is denoted as a mixed-
methods style or design (McMillan & Schumacher, 2010). The quantitative approach follows
positivist logic: it is fact-finding, verifiable, scientific or systematic, and conventional. By
differentiation, De Vos (2006:268) circumscribes research method in the qualitative frame of
reference as, the unqualified transaction that encompasses the conceptualising of the
disagreements in documenting the narrative review.
3.2. RESEARCH DESIGN
A research design is a disposition which transfers from the basic theoretical postulation by
stipulating the diversity of participants, information collecting procedures to be utilised and
information analysis to be prepared (Maree, 2010). Methodology brings up a coherent cluster
of means that foil each other and that are adequately organised to convey information and
findings (Henning, van Rensburg & Smit, 2007). Nieuwenshuis (2010) explains that the
hand-picking of research design is constructed on the suppositions of the scholar, skills as
well as observes and moreover, it impacts the modus in which information is composed.
The study integrates quantitative and qualitative approaches. This is designated as a mixed-
methods style or design (McMillan & Schumacher, 2010). Quantitative approach trail
positivist logic is fact-finding, verifiable, scientific or systematic, and conventional. By
differentiation, De Vos (2006:268) circumscribes research method in the qualitative frame of
reference as, the unqualifiedtransaction that encompasses the conceptualising of the
disagreements in documenting the narrative review. According to Shulze (2004), a mixed-
methods design has the capacity of generating sufficient, intricate and astute knowledge. The
use of both designs consolidates the study and as a result consolidates the internal validity of
the technique which will crystallize necessary percentage of this research (McMillan &
Schumacher, 2010:395).
31
One of the ideals of integrating quantitative and qualitative forms incorporates the two-
phased ideal which begins with the quantitative component and shadowed by the qualitative
phase (McMillan & Schumacher, 2010). McMillan and Schumacher (2010:401) highlight that
this type of an ideal as a sequential explanative design and exhibit it as below:
QUANT qual
This means that the researcher set about with quantitative approach followed by qualitative
study.
3.3. QUANTITATIVE PHASE
The researcher used a quantitative research design in the first part of the data collection. The
research approach is adescriptive survey. Data was collected from a sample of the population
relevant to the study.
3.3.1. Population and sampling
The study population for this research are educators from all the schools in Rekopantswe AO.
A population is an acquisition of objects, episodes or individuals experiencing some familiar
attributes that the researcher is intrigued in studying (Leedy & Omrod, 2010). The sub-
district has mainly rural schools and several township schools. There are 24 schools in the
researcher‟s sub-district. As an educator in one of the schools, the researcher has chosen
schools in rural and urban as a representation in this sub-district. The designated schools are
convenient and accessible in conducting the research. The study has no sponsors and the
researcher chose schools within reach to avoid financial constraints and stress. It was also
easier and convenient to meet with participants. The researcher chose four (4) rural schools
and three (3) from the township. On average, each school has 16 educators and the possible
number of educators is 16 X 7 = 112 as a minimum. The researcher intended to work with
150 participants and administered 150 questionnaires but only 132 responses were received
back from the participants.
In convenience sampling as the qualitative aspect of the study, the representation of the
population are singled out hinged on their respective simplicity of access as well as
respondents who ventured for the investigation may be dissimilar in undisclosed but
meaningful regards from others. Purposive sampling is an order of non-probability specimen
in which outcomes relating to or delineating qualities of the individuals to be counted in the
32
sampling are considered by the researcher, grounded upon a diversity of measures which may
take into account specialist insight of the research theme, or competence and volition to be
involved in the research (Nieuwenshuis, 2010:79). It is based on the assessment of the
researcher when choosing quantities or units (e.g. logics, incidents, individuals, etc.) that are
to be investigated. The prime purpose of purposive sampling is to zoom in specific
population (educators) that are of significance, which best permit the researcher to explain
research questions.).
3.3.2. The data collection instrument (questionnaire) and variables
A questionnaire was used to collect data in the quantitative phase. Participants replied with
affirmation that their reactions were unacknowledged; hence, they were extra confiding than
they would be in an exclusive interview, largely when engaged in classified or debatable
matters (Leedy & Omrod 2010:189). The questionnaire was made up of three sections A, B,
C and D. These sections comprised of closed questions in which participants were expected
to mark with X to indicate their choice except section D (see Appendix A).
Section A was determined the biographical and demographical aspects of educators. These
aspects included gender, age, and race, work experience, highest teaching qualification,
current post held at school, average class size and school location.
Section B focused on the organisational factors that affect job performance and job
satisfaction of educators. The questions were clustered together to address:
departmental policies
physical working conditions
school climate and culture
Section C focused on classroom related factors affecting job performance and job satisfaction
of educators. Factors that affect educators as classroom practitioners, i.e. such as nature of
employment and interpersonal relations form the essence of the classroom related factors.
Lastly, section D focused on open-ended general statements about the topic.
The educators were requested to respond to questions by marking with X to indicate their
preferred answer on the four-point Likert scale as follows:
1. strongly disagree
33
2. disagree
3. agree
4. strongly agree
The comprehensive job performance and job satisfaction of educators is the dependent
variables. The dependent variables are continuous data as it theoretically has immense
number of figures in a continuum. The organisational factors and classroom related factors
are the independent variables. The demographic factors in section A are either nominal or
ordinal figures are also utilised as independent variables (McMillan & Schumacher,
2010:54). McMillan and Schumacher (2010:55) point that independent variables are
„predictors‟ (precursory) and dependent variables are „criterion‟ (forecasted) variables in non-
experimental research, such as in this study.
3.3.3 Validity and Reliability
Leedy and Omrod (2010:92) suggest that face validity is the measure to which the researcher
assumes the mechanism monitors what it is conceived to follow. Face validity is a biased or
personal view of how adequately an investigation represents what it was to render. The units
of the questionnaire were formulated in such a way that they test the aspects that they are
planned to measure.
Content validity is the measure to which an assessment tool is an illustrative specimen of the
theme being assessed (Leedy & Omrod, 2010:92). De Vos (2006:160) asserts that for the
questionnaire to have content validity, a literature review overlaying the majority of theory on
the research question necessitates to be carried out. Subsequently, representativeness was
displayed by the questionnaire.
Reliability of a survey instrument is the measure to which the statistical accumulation
technique produces undeviating verdicts or results if reproduced by different researchers
(Leedy & Omrod, 2010:93). To confirm that units in the questionnaire are reliable, the
Cronbach Alphas was computed on the questionnaire thatmade use of the Likert scale.
Subsequently, reliability established organisational factors and classroom related factors as
well as overall job performance and job satisfaction. An excellent thumb criterion is that
reliabilities should be 0.7 and beyond to be standard.
34
3.3.4. Pilot study
A pilot study offers the researcher a prospect to assess and improve the interview processin
advanceof any research data for the core study, are collected. The process of pilot testing is to
make certain that all errors and pit-falls within the questionnaire are identified and put right
before data collection start. A swift pilot survey is an outstanding procedure to confirm the
viability of the research (Leedy & Omrod, 2010:111). The questionnaire was pilot tested with
Rekopantswe AO English educators in PSF meeting. The aspects which were to be clarified
are bulleted below:
Are the questions easy to follow?
Are the questions relevant to what the research aims to accomplish?
Is there a good flow of questions in the various sections of the questionnaire?
How long does it take to answer the questionnaire?
The edited version of the questionnaire was completed and circulated after improvements
were prepared in layout, spell casting, serial order as well as validity of questions (Collis &
Hussey, 2009; Frazer & Lawley, 2000). These English educators were acquainted with the
study purpose and were not involved in the final study.
3.3.5. Data Analysis and Statistical Techniques
Descriptive as well as inferential statistics were applied on answering the research problems
(McMillan & Wergin, 2010:88). The descriptive statistics was used in demographics for
frequencies and percentages. The Statistical Programme for the Social Sciences (SPSS)
version 22 was used for the before-mentioned analyses (see 1.5.2.3). Correlation measures
and/or chi-square analysis were used to establish whether there is a relationship between the
job performance and job satisfaction of educators. Lastly, analysis of variance (ANOVA) was
used to confirm the association between some variables and factors affecting job performance
and job satisfaction.
3.4. QUALITATIVE PHASE
The second part of the study is qualitative. Nieuwenhuis (2010) asserts that qualitative study
is constructed on naturalistic methodologies that strive for understanding the phenomenon in
setting. Basically, it means that the study is done in real life conditions and not in
experimental location. Creswell (2007:36) posits that qualitative researchers study concepts
35
in their reasonable settings, striving to create understanding of, or make sense of phenomena
the way people interpret them. This phase of the research involved selected educators to
discuss and try to obtain in-depth information about the factors affecting their job
performance and job satisfaction levels in the Rekopantswe AO and relationship between
these two variables. The approach was thus aimed at obtaining first-hand educator sentiments
on current factors affecting job performance and job satisfaction.
3.4.1. Participant Selection
The researcher used his personal contact because those who initially indicated willingness to
be interviewed were no longer making themselves available .The researcher interviewed three
(3) principals i.e. one urban (male in late fifties) and two from rural (both between 40 & 50
years but male and female); one deputy principal (female in early sixties); one head of
department (male between 40 & 50 years) and five post level 1 educators (one female early
twenties; two females in their thirties and two males in their forties) from the schools which
were involved in the quantitative survey. Ten (10) educators were interviewed. Nieuwenshuis
(2010:79) elucidates sampling as the procedure applied to choose a fraction of the people for
the study. The researcher ensured that the sample included educators of different genders,
differing ethnic and age groups, post levels and experience. Permission to interview willing
educators was requested in advance.
3.4.2. Semi-structured Interviews
An interview is a two way dialogue in which the investigator questions the participants‟
matters to assemble data in a bid to know more regarding views, ideologies, viewpoints as
well as demeanours of the participants (Maree, 2010:87). The intention of interviews is to
view the world over the eyes of the participants as they can be cherished source of evidence
when used in an approved manner. The researcher employed semi-structured interviews.
De Vos (2006) maintains that semi-structured interview is an interview planned about ranges
of certain interest while sanctioning significant flexibility in choice as well as depth. Maree
(2010:87) affirms that a “semi-structured interview is commonly used to corroborate data
emerging from other sources and the main role of the researcher is to identify new emerging
lines of inquiry that are directly related to the phenomenon being studied to probe and
explore”. De Vos (2006) asserts that the value of data attained throughout the interview is
principally reliant on the skills of the interviewer.
36
The researcher has provided examples of questions. Refer to the appendix D. The interviewer
asked clarity and examples when conducting the interviews.
3.4.3. Data Collection Strategies
Data are bits of information acquired in the progression of investigation (Bogdan & Biklen
2003). Data in a qualitative study are offered in ranges of procedures comprising tools that
the researcher enthusiastically records similar to interview cursives (Bogdan & Beklin, 2003).
De Vos (2006) posits that data collecting skills in qualitative investigation comprise four
elementary varieties to be precise interviews, documents, observations as well as visual
images.
The researcher used the semi-structured interviews and the purpose was to validate emergent
data from new data sources (Nieuwenshuis, 2010). The researcher pursued the normal
questions with distinct or further individually modified questions to get illumination or probe
a person‟s logic in a semi-structured interview (Leedy & Omrod, 2010:188). The
unstructured interviews allowed the researcher to interrogate probing questions to get
understanding into the quantitative outcomes. The questions were orientated about the
subjects of the study questions. Each interview was carried out at a befitting time and venue
for the participants. All interviews were voice recorded with the interviewees‟ approval.
3.4.5. Measures to ensure trustworthiness
„Reliability‟ and „validity‟ in qualitative research is generallydescribed as „trustworthiness‟
(Leedy & Omrod, 2010: 28-29). In qualitative research, the researcher is the prime data
accumulation tool. The researcher watched and spotted what required to be established
afterwards the focal point was on the merit of the approaches practised by the researcher. The
subsequent procedures were guaranteed trustworthiness throughout the qualitative stage of
the study (McMillan & Schumacher, 2010:205):
Extended data acquisition session: The data was assembled over an ample interval of
time (one school per day at most i.e. seven working days if there are no constraints).
This provided the researcher the chance for repetitive data analysis, contrast and
endorsement to process data.
Interviewees‟ language: An understandable language was utilised by the researcher to
warrant maximal understanding on the role of the participants, whose habitat language
is primarily Setswana in Rekopantswe AO. Even though interviews were handled in
37
English, respondents were permitted to use Setswana if viable and the researcher
interpreted it to make questions clear. The data is written in English which is the
interviewees‟ language of learning as well as teaching in schools.
Practical research: Interviews were in the regular site of the participants‟ work i.e.
school. The school background shows the authenticity of their job experiences more
precisely.
Controlled subjectivity: Research is biased. It reveals a variety of the researcher‟s
individual curiosity, benefits, proficiencies, anticipations, intends and aspirations. In
this study, the researcher kept responsibly his track for subjectivity as well as biases.
Literal version: It was produced from transcripts. Straight extracts were utilised to
show the logic, desires, emotions and opinions of the participants.
Limited-inference descriptors: It signifiesthat the exact representation was used by the
researcher as opposed to the complex analytical language mostly used by researchers.
Electronic data recording: A tape/voice recorder will be employed in the interviews
sessions.
3.4.6. Data analysis
The main exercise throughout the data analysis is to recognise familiar themes in the
respondents‟ accounts of their exposures. Subsequent to translating the interviews, the
researcher basically uses the steps below (Creswell, 2013:180-181):
Categorising and contrasting units: The researcher arranged a manuscript of the
interviews. Researcher was in that case cautiously read through every manuscript to
nail relevant units which were regulated and positioned in groups and sub-groups.
Combining groups and their features: Once groups were classified, distinctions were
done. They were categorised and combined within the groups which most describe
their characteristics.
Delimiting the formation: Groups were assessed continuously so as to classify groups
that can be clustered together to confine the number of groups. Surfacing themes were
recognised.
Independent decoder: The independent coder can be researcher‟s supervisor or
headmaster. Unrefined data was forwarded to the independent coder who confirmed
the groups and themes.
38
In conclusion, the mixed-methods design or „sequential explanatory design‟, research
questions, ethical measures, data collection and methods of data analysis are mostly
explained/outlined in this chapter by the researcher.
3.5. ETHICAL MEASURES
Ethics denotes consultations about what is reflected suitable or reasonable activity in the
exercise of social investigation. It deals with what are reasonable conducts for the researchers
to carry on (Makhanya, 2006). Ethics refers to the use of common rules and main beliefs as
well as co-opting the moral standards of the researcher (Mauther, Birch, Jessop & Miller,
2002). The concentration is on the ethical dimensions of the researcher, approaches and
philosophical skills including awareness in carrying out information flow as well as dialogues
with a number of participants involved in the study.
Maree (2010:41) signifies that the critical feature to look upon when carrying out a study is
the point of secrecy of the outcomes, the results of the study as well as the safety of the
participants‟ details. Leedy and Omrod (2010:101) elucidate that informed consent narrates to
the communication of every attainable information as precisely as possible regarding the
research to the participants, so that they can effect an informed judgement whether they
desire to be involved or not. The participants of this study were educators i.e. adults who
were able to give consent directly. The researcher provided all the details about the purpose,
procedures and benefits of the research to the participants prior to starting with the research.
The researcher also applied at the NWU ethics committee through the supervisor to conduct
research in schools (see Appendix A). The researcher also contacted the sub-district office as
well as principals of the nominated schools and officially requested a go-ahead to involve
educators in the research.
Participation in this study was strictly voluntary with the participants having the freedom or
option to withdraw at any time. The participants in the study were given the assurance that all
the information provided by them will be held in strict confidence. The participants were
requested not to include their names, addresses or the names of their schools so that traceable
details of the participants would not be recognised. The focus in educational study is mostly
on studying human beings and there should be reasonable accountability to appreciate the
values and convictions of participants in the research project.
39
For qualitative phase, exclusive or one-to-one interviews were carried out. Each and every
interview was voice recorded. An approval to record interviews was requested beforehand
from interviewees. De Vos (2006) avers that a researcher is morally compelled to ensure that
he/she is capable and sufficiently trained to embark on the proposed investigation. The
manoeuvres and the skills of the researcher in this study are indispensable to perform the
investigation. The subsequent discussion is an elucidation of ethical concerns that
acknowledged certain consideration in this study:
3.5.1. Competency of the researcher
De Vos, Strydom, Fouche and Delport (2005) elucidate that researchers are indebted to make
sure that they are knowledgeable and satisfactorily skilled to carry out the proposed study.
Schulze (2002) maintains that researchers must make certain that they are completely
knowledgeable with their research topic; they have ability and skills necessary to carry-out
the research and basic understanding to the beliefs of the participants. The researcher
reserved due cognisance of correct research methodology and acted in accordance with these
necessities hence the study was supervised.
3.5.2. Relationship with interviewees
The researcher maintained a skilfully truthful relationship with interviewees during the
course of the research. The prospective threats which they may be open to were clarified (De
Voset al., 2005) and further requested the approval to record (audiotape) interviews to
guarantee truthful data capturing. This was meant to provide interviewees with a reasonable
attempt of telling or rationing their familiarities and awareness relating to factors affecting
educators‟ job performance and job satisfaction.
3.5.3. Informed consent
Schulze (2002) indicates that participants must be given sufficient facts in an understandable
language on the objectives of the study, the measures that will be followed, potential benefits
and shortcomings for participants, the reliability of the researcher and the contribution of the
study so that they may take an informed choice on whether to play a part in the study or not.
The researcher complied with the obligation of the acquisition of participants‟ informed
consent. The potential participants were informed that they met conditions for the research.
40
3.5.4. Anonymity and confidentiality
Mouton (2002) indicates that the participants incline to be unwilling to offer the researcher
with some sensitive information. Participants incline to be remarkably hesitant to take part
because they think that the enquiry is an infringement of their confidentiality and the
probable approach to access assurance of interviewees was to lay emphasis on the anonymity.
The reassurance of that the enquiry will not link the participants in any manner must be gazed
at as a least possible prerequisite for validation. Schulze (2003) posits that the information on
the participants should be looked upon as confidential if not otherwise approved by informed
consent. Participants were attested that neither nor their designations nor any distinguishable
evidence from anyone of them, or their school, will not be divulged and the study
proceedings that may endure signals advancing to the discovery of interviewees‟ characters
must be detached. The researcher of this study complied with the guidelines to sustain
anonymity and confidentiality of the interviews.
3.5.5. Deception of participants
Schulze (2002) maintains that participants must not be deceived about the genuine objective
of the research, the actual rationale of the engagements they will be anticipated to execute or
skills they will go through during the study. The researcher complied fully with these
guidelines.
3.5.6. Debriefing
Participants were given a briefing after contributing in the study, and in moving so the
researcher cleared up and resolved false impressions which might have ascended in their
cognizance (Schulze 2002). Debriefing periods with participants offer them the prospect to
deal with their frame of mind. This may be essential if the research topic is centred on
sensitively disturbing matters (Schulze 2002. In this study, the researcher made a briefing
gathering with participants to ensure that if any emotional issue arises is addressed.
3.5.7. Acknowledgement of the limitations
The researcher is obliged to be aware of the limitations of his ability and not try to take in
research over such capacity (McKay, Gelderblom, Mosaka-Wright & Mokotong, 2005). In
this study, the researcher acknowledged the limitations of his competency, henceforth did not
participate in research that is further than such capabilities.
41
3.5.8. Effect put forth by sponsors
Schulze (2002) upholds that if the research venture is financially sponsored, it should not
have any effect in the research. This research study was not financially sponsored and
therefore no bearing or stimulus was showed.
3.5.9. Acceptance of nepotisms, donations, hand-out, etc.
McKay et al. (2005) highlight that the researcher must not agree to take any favouritism,
donations, hand-outs or any form of aid that would interfere with any of the ethical codes laid
down above. The researcher did not accept help of any benevolence that would interfere with
the ethical measures presented earlier.
3.5.10. Preservation of objectivity
McKay et al. (2005) posit that the research must keep up the objectivity. The researcher
sustained or preserved objectivity during the course of the research.
3.5.11. Permissions at schools
Authorisation for conducting the research should be acquired before any data are gathered for
the study carried out at any institution (Schulze, 2002). The researcher was given green light
by the ethical clearance committee of the North-west University to conduct a research and
Rekopantswe AO manager approved requests to selected schools.
3.5.12. Notifying contributors about the findings
Schulze (2002) posits that participants should be notified about the findings of the research to
show appreciation. This should be executed without bias, unnecessary specifics should not be
provided and the norm of confidentiality must not be dishonoured. The participants were, as
expected, updated about the findings of the research and the norm of confidentiality was not
dishonoured.
3.5.13. Concluding written report
The concluding written report of this research was flawless, truthful devoid of bias and
enclosed all critical information. Limitations and inaccuracies were acknowledged (Schulze:
2002)
42
3.6. SUMMARY
This chapter gave a picture of the mixed-methods research design and methodology applied
in this study. The intentions, the research design as well as the research methods of this study
were elucidated. All concerns to warrant trustworthiness of the study were looked through
and handled while ethical reflections were also discharged. The results as well as findings of
the empirical analysis are offered and discussed in the succeeding chapter.
43
CHAPTER 4: DATA ANALYSIS, CLARIFICATION AND DISCUSSIONS OF
FINDINGS
4.1. INTRODUCTION
This chapter provides an analysis of the results of the survey instrument and interviews from
the respondents. It starts with the quantitative records followed by qualitative records analysis
of interviews.
4.2. QUANTITATIVE PHASE
Responses were gathered using a structured questionnaire consisting of four sections
measuring the biographic information, organisational factors, classroom related factors and
general statements. All the questionnaires were developed and captured on SPSS 22 by the
author. Initially 150 questionnaires were prepared for individual respondent and distributed in
the schools around the Rekopantswe AO. There were 132 responses and this represents 88 %
of the sample, while the rate of non-response was 12 %. The author sourced help for the
distribution of questionnaires to different schools in the area. The author did not rule out the
possibilities of the overstating or understating of certain aspects in the responses.
Consequently, all reasonable efforts were made to collect and capture data effectively without
compromising any standards.
The results of the empirical investigation are presented in 11 figures and 24 tables. The
outcomes are in the same order as in the survey instrument and explained after each figure or
table. Section A provides a biographical data for the respondents, section B organisational
factors and section C classroom related factors. Section B and C have the correlation at the
end of them. This was meant to establish any relationship between educator‟s job
performance and job satisfaction. The quantitative phase ended with general statements in
section D.
44
4.2.1. Section A: Biographical data
Figure 4.1: Gender
From Figure 4.1., it can be gathered that the majority 59% of the sample represent females
and about 41 % are males in the selected schools of Rekopantswe AO.
Figure 4.2: Age
Figure 4.2 depicts that more educators were between 41 and 50 years of age at 40.9 % who
participated in the study. Furthermore, 16.7% between 20 and 30 years; 28.0% between 31
and 40 years; 12.9% between 51 and 60 years of age took part in the survey and lastly 1.5%
above 60 years of age.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
40.9
59.1
Male Female
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
16.7
28.0
40.9
12.9
1.5
20-30 years 31-40 years 41-50 years 51-60 years 60 and above
45
Figure 4.3: Marital status
In figure 4.3 above, a larger number of married educators participated in the survey at 47.0 %
followed by 44.7% of single educators. Only 7.6 % of divorced educators took part in the
selected schools in Rekopantswe AO and 0.8% is widowed.
Figure 4.4: Home language
Figure 4.4 shows that Setswana is the predominant home language in the Rekopantswe AO at
80.3% participants. Setswana as the spoken language, is followed by Xhosa at 12.1%
participants; Sesotho at 3.8% participants; English at 2.3% participants and Afrikaans at 1.5%
participants respectively.
0.0
10.0
20.0
30.0
40.0
50.0 44.7 47.0
7.6
.8
Single Married Divorced Widowed
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0 80.3
2.3 1.5 3.8
12.1
Setswana English Afrikaans Sesotho Xhoza
46
Figure 4.5: Race
The above figure 4.5 shows that there are more African educators at 97.0% respondents with
1.5% Whites; 0.8% Coloureds and Indians respectively in the selected Rekopantswe AO
schools.
Figure 4.6: Nature of employment
Most educators in sampled schools are permanent at 73.5% respondents as Figure 4.6 above
shows. Figure 4.6 indicates that 25% respondents of sampled educators are temporary shared
in this percentages, 15.9% contracts, 6.1% of SGB posts and 3.0% substitute educators
respectively and lastly 1.5% educators fall under the category of other.
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
97.0
1.5 .8 .8
African White Coloured Indian
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
15.9
3.0 6.1
73.5
1.5
Contract Substitute SGB post Permanent Other
47
Figure 4.7: Highest qualifications
There are more educators who have bachelor‟s degree at 35.6% participants in the sampled
schools as compared to those ACE/PGCE at 15.9% participants as the above graphs depicts
with only 14.4% of educators having diplomas. Figure 4.7 shows that at least 34.1% of
educators are having postgraduate qualifications with 30.3% honours and 3.8% masters
degrees respectively.
Figure 4.8: Current position
Most post level 1 educators participated in this survey as shown in figure 4.8 at 73.5% and
9.8% senior educators. The graphs above depicts that 16.6% of SMT members participated
with 8.3% of HOD‟s, 5.3% of deputy principals and 3.0% principals.
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
14.4
35.6
15.9
30.3
3.8
Diploma Bachelor's degree ACE/PGCE Honours degree Masters
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.073.5
9.8 8.3 5.3 3.0
Educator Senior teacher HOD Deputy principal Principal
48
Figure 4.9: Working experience
Figure 4.9 shows that there are more educators with vast experience who took part in the
survey at 31.8% participants above 20 years‟ experience. The new entrants i.e. the educators
with very little experience were 16.7% in participation. 22.7% of participants are from 3 to 10
years‟ experience, 18.9% have 11 to 15 years of experience and only 9.8% are from 16 to 20
years‟ experience.
Figure 4.10: Class averages
Figure 4.10 depicts that most classes‟ range from 41 to 60 which indicate classes are
overcrowded and most schools do not adhere to the ratio of 1:35 educator-learner ratio in
secondary schools. The graph indicates that 37.1% educators have their classes with learners
from 41 to 50. The classes of 27.3% educators are overcrowded. The most overcrowded
classes are taught by 9.8% educators. The graph suggests that only 22.7% educators from the
selected schools do teach normal number of learners in their classes as the policy dictates the
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
16.7
22.7
18.9
9.8
31.8
Below 3 years 3-10 years 11-15 years 16-20 years Above 20 years
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
3.0
22.7
37.1
27.3
9.8
Below 31 31-40 41-50 51-60 above 60
49
ratio of 1:35. Lastly, the graph shows that 3% educators teach classes with learners below 31
which may suggest that either these educators teach specific subject(s) that most learners do
not have in subject groupings or the school has a lower roll.
Figure 4.11: School location
The researcher selected four schools from rural and urban schools. The graphs in figure 4.11
indicate that 60% educators were from rural Rekopantswe AO and 40% educators from urban
and township educators participated. Unfortunately, these institutions are a distance from one
another. This may suggest that there are some kinds of disadvantages related to
benchmarking or certain standards and quality learning and teaching campaign (QLTC)
which DBE advocates. Schools which are in the neighbourhood are clustered together for
QLTC.
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
3.8
36.4
25.8
34.1
Urban Township Semi rural Rural
50
Table 4.1 Grade(s) teaching
Grade Frequency Percent Valid Percent Cumulative Percent
Grade 8 11 8.3 8.3 8.3
Grade 9 7 5.3 5.3 13.6
Grade 10 13 9.8 9.8 23.5
Grade 11 7 5.3 5.3 28.8
Grade 12 6 4.5 4.5 33.3
Grade 8 to 10 14 10.6 10.6 43.9
Grade 10 & 11 14 10.6 10.6 54.5
Grade 11 & 12 12 9.1 9.1 63.6
Grade 9 to 12 6 4.5 4.5 68.2
Grade 10 to 12 12 9.1 9.1 77.3
Grade 8 &11 1 0.8 0.8 78.0
Grade 9 & 10 7 5.3 5.3 83.3
Grade 8 & 12 2 1.5 1.5 84.8
Grade 8, 10, 11 &12 2 1.5 1.5 86.4
Grade 8 & 9 18 13.6 13.6 100.0
Total 132 100.0 100.0
The results reveal that most of the educators are teach across different grades which indicate
that they have more than one preparation in a single subject or different subjects. Only about
33 % of these educators have their focus on only one grade which either indicates that they
teach a single subject in many classes of that grade or a different subject. There is an instance
where some educators teach across all grades, i.e. from Grade 8 to Grade 12 which may
indicates that these educators are either from small schools, specialising in a particular
subject or teaching one class per grade.
4.2.2. Section B: Organisational factors
To confirm that units in the questionnaire are reliable, the Cronbach‟s Alpha was computed.
The intent was to measure the reliability of 24 organisational factors as reflected in table 4.3
below as well as overall job performance and job satisfaction. The following results were
obtained.
51
Table 4.2 Reliability Statistics for organisational factors
Cronbach's Alpha N of Items
0.813 24
The results confirm convergence of responses in relation to the organisational factors
affecting both job satisfaction and job performance. This is an indication that the statements
in this section are good measures of organisational factors.
Table 4.3: Organisational factors
INDICATORS Strongly
Disagree
%
Disagree
%
Agree Strongly
agree %
Job Performance
My school has adequate personnel i.e. educators and
support staff.
10.6 34.1 41.7 13.6
My school is well resourced. 16.7 47.0 32.6 3.8
The DBE is generally quick to deliver textbooks in my
school.
12.9 38.6 43.2 5.3
Learners‟ home-works are well monitored by their
parents/guardians.
45.5 40.2 12.1 2.3
Learners perform well in ANA and tests from DBE. 26.5 56.8 16.7 0.0
Older learners can be placed in the classes as the normal age
cohort learners. 25.0 26.5 40.2 8.3
I am prepared to deal with drugs and substance abuse
problems in my school
23.5 18.2 41.7 16.7
My school is safe and secure to teach even after hours 28.0 29.5 31.8 10.6
I assist SMT in ensuring effective and efficient functioning
of my school
3.0 12.9 59.8 24.2
Educators are happy with the assessment and promotion
policies of DBE.
22.7 39.4 31.8 6.1
Educators are happy with CAPS and workshops offered by
DBE.
6.8 31.8 57.6 3.8
Educators select suitable teaching techniques to meet
specific learning aims
4.5 12.1 73.5 9.8
JOB SATIFACTION
My school has excellent infrastructure such as classrooms,
sanitation, library, laboratory etc. 29.5 39.4 27.3 3.8
My school has an acceptable number of learners in all
classes.
38.6 43.2 16.7 1.5
Learners are well disciplined in my school. 37.1 46.2 15.9 0.8
Educators make inputs in the formulation of school policies. 15.2 28.0 50.8 6.1
I am satisfied with my salary. 47.7 28.8 19.7 3.8
I am pleased with remuneration package such as medical
aid and housing subsidies
37.1 39.4 21.2 2.3
Learner violence occurs in my school 9.8 28.8 47.7 13.6
Learners intimidate some educators within my school. 9.1 31.8 47.0 12.1
I use appropriate policy to deal with ill-disciplined learners. 5.3 21.2 62.1 11.4
I am fine with abolishment of corporal punishment. 36.4 29.5 26.5 7.6
My school has appropriate safety and security measures. 25.8 31.1 38.6 4.5
I am satisfied by open communication in my school. 9.1 36.4 47.7 6.8
52
The author added categorised responses in table 4.3 into two main categories of agree and
disagree i.e. agree to strongly agree and disagree to strongly disagree to make analysis
simpler for the reader. The percentages were changed to indicate actual numbers of
respondents as 132 questionnaires were returned. The author further analysed factors which
the respondents disagreed with only i.e. factors which respondents felt affect their job
performance and job satisfaction.
63.7% participants indicate that their schools are not well resourced. A fair 51.5% of
respondents believe that DBE do not deliver textbooks in time to schools. As high as 85.6%
respondents indicate that parents do not monitor their children„s work which suggest that
there is lack of parental support. The second highest concern of 110 respondents is that
learners do not perform well in ANA and tests from DBE. A fair number of 68 respondents
do not agree that older learners can be placed in the same classes as the normal age cohort
learners. About 76 respondents believe that they are not safe and secure to teach even after
hours. At least 82 respondents are not happy with the assessment and promotions criteria.
A maximum of 68.9% respondents agree that their schools do not have satisfactory
infrastructure such as classroom, sanitation, library, laboratory, etc. A huge 81.8%
respondents share the same sentiments that there is an unacceptable number of learners in all
classes. 83.3% of respondents indicate that learners are ill-disciplined in their schools. Out of
132 participants, 76.5% of them are dissatisfied with their remuneration packages such as
salary, medical aid and housing subsidies. However, 65.9% of the respondents are dissatisfied
with the abolishment of corporal punishment which suggests that they have a problem in
disciplining learners. Lastly, 57.6% respondents agree that their schools have inappropriate
safety and security measures.
4.2.3. Section C: Classroom related factors
The Cronbach‟s Alpha was calculated to find the reliability of the survey instrument on the
classroom related factors. The goal was to measure the reliability of 21 classroom related
factors as well as overall educator‟s job performance and job satisfaction. The following
results were retrieved.
53
Table 4.4: Reliability Statistics for classroom related factors
Cronbach's Alpha N of Items
0.869 21
The outcomes confirm convergence of responses in relation to the classroom related factors
affecting educator‟s job performance and job satisfaction. This suggests that the statements in
this section are good measures of classroom related factors.
Table 4. 5: Classroom related factors
INDICATORS Strongly
Disagree
%
Disagree
%
Agree
%
Strongly
agree %
Job Performance
Learners are keen to do my work. 13.6 47.0 29.5 9.8
I am able to find creative ways to teach learners. 0.8 9.1 68.9 21.2
I am well supported by my departmental heads. 3.8 22.0 54.5 19.7
SMT engages educators in participatory decision-making in
my school.
10.6 21.2 56.1 12.1
The medium of instruction supports learner performance. 3.8 29.5 59.1 7.6
RCL works closely with educators in my school. 9.1 37.9 45.5 7.6
Local community and other stakeholders provide good
support services to learners in my school.
24.2 39.4 32.6 3.8
SMT ensures that there is an effective educator-parent
partnership.
10.6 27.3 53.0 9.1
I am overloaded with work in my classes. 9.8 28.0 38.6 23.5
Job Satisfaction
I carry out extra-curricular activities well in addition to
classroom job
6.8 24.2 48.5 20.5
The 35:1 learner-educator ratio in secondary school is
adhered to in my school
33.3 40.9 21.2 4.5
I am able to cope and work well under pressure. 11.4 25.8 43.9 18.9
I am satisfied with the work schedule of the subject I teach 27.6 23.5 33.7 15.2
I am happy with learners' work and progress 12.1 46.2 35.6 6.1
I have good relationship with my learners. 3.8 12.9 58.3 25.0
I have good relationship with my colleagues. 5.3 5.3 59.1 30.3
I am satisfied with my job and my profession. 7.6 23.5 47.7 21.2
I am able to balance my profession life with personal life. 3.0 14.4 53.0 29.5
I am pleased with empowerment during monitoring and
evaluation of my work.
6.8 20.5 59.1 13.6
IQMS helps me develop professionally. 23.6 27.3 38.5 10.6
There is a good culture of teaching and learning in my
school.
3.8 27.3 56.1 12.9
The analysis of classroom related factors in table 4.5 was treated as an analysis in table 4.3
above. At least 80 respondents agree that learners are not keen to do their work. A maximum
of 84 respondents are concerned about poor support services provided by local community
54
and other stakeholders to learners in their schools. About 82 respondents do agree that they
are overloaded with work in their classes.
A large number of 98 participants are dissatisfied that their schools do not adhere to 35:1
learner-teacher ratio in secondary school which suggest that most the classes they teach are
overcrowded. 51.1 % i.e. 67 of respondents are not satisfied with the work schedule of the
subjects they teach which suggest that the work schedule is either too long to be completed in
a singleyear or it is too much for learner to comprehend in particular grades or grade by
grade. Lastly, table 4.5 indicate that 50.9% i.e. 67 respondents are dissatisfied by IQMS as it
does not help them to develop professionally.
4.2.4. Determining the relationship between educators‟ job performance and job satisfaction
using Pearson‟s correlation coefficient
This sub-section (refer to appendix E) performs a correlation test to determine the
relationship between job satisfaction and job performance in relation to organisational and
class room factors. The null hypothesis tested is that there is no association between job
performance and job satisfaction. The correlation coefficient is between -1 and 1 i.e. all
values between -1 and 1 show that there is some significance. All the flagged values in
appendix E are an indication that there is evidence of relationship between these variables.
From the analyses there is no evidence that job performance and satisfaction are not related.
The results show a mixture of relationships between variables, some being significant and
others are not as strong.
55
4.2.5. General statements
4.2.5.1. Mention any significant factors which you strongly believe may affect your job
performance.
Table 4.6: Significant factors affecting job performance
Comments Frequency Percent
Valid
Percent
Cumulative
Percent
Overcrowded classes 25 18.9 18.9 18.9
None 22 16.7 16.7 35.6
Ill-disciplined learners 16 12.1 12.1 47.7
Learner attitude towards their work 12 9.1 9.1 56.8
Congested work schedule 9 6.8 6.8 63.6
Lack of parental support 9 6.8 6.8 70.5
Lack of resources 7 5.3 5.3 75.8
Lack of textbooks 4 3.0 3.0 78.8
Too much administration 4 3.0 3.0 81.8
Delayed salary 2 1.5 1.5 83.3
Lack of co-operation from some learners 2 1.5 1.5 84.8
Low salary 2 1.5 1.5 86.4
Poor time management 2 1.5 1.5 87.9
Drug abuse by learners, absenteeism and ill
discipline 1 0.8 0.8 88.6
Effective educator-parent partnership 1 0.8 0.8 89.4
Favouritism 1 0.8 0.8 90.2
Ill-preparedness for class and lack of subject
training 1 0.8 0.8 90.9
Insufficient time 1 0.8 0.8 91.7
Lack of enthusiasm to attend classes by
learners 1 0.8 0.8 92.4
Lack of interaction with colleagues and
learners 1 0.8 0.8 93.2
Lack of involvement of teachers in decision
making 1 0.8 0.8 93.9
Lack of specialisation 1 0.8 0.8 94.7
Lack of support from area office 1 0.8 0.8 95.5
Lack of teamwork 1 0.8 0.8 96.2
Lack of teamwork between teachers and
management 1 0.8 0.8 97.0
Poor performance by learners 1 0.8 0.8 97.7
Sharing workload with uncooperative
colleague 1 0.8 0.8 98.5
Stubborn head master 1 0.8 0.8 99.2
Unfair promotion policies 1 0.8 0.8 100.0
Total 132 100.0 100.0
56
Most educators believe that overcrowding, ill-disciplined learners and learner attitude
towards their work are the most significant factors 18.9%, 12.1% and 9.1% respectively
which affect their job performance in selected Rekopantswe AO schools. The following
factors are moderately significant viz. learner attitude towards their work – 9.1%, congested
work schedule – 6.8%, lack of parental support – 6.8% and lack of resources – 5.3%. Lastly,
the least significant factors range from 3.0% to 0.8% as table 4.6 above depicts.
4.2.5.2. Mention any significant factors which you strongly believe may affect your job
satisfaction.
Table 4.7: Significant factors affecting job satisfaction
Comments Frequency Percent
Valid
Percent
Cumulative
Percent
None 36 27.3 27.3 27.3
Low salary 29 22.0 22.0 49.2
Ill-disciplined learners 8 6.1 6.1 55.3
Overcrowded classes 6 4.5 4.5 59.8
Congested work schedule 4 3.0 3.0 62.9
Lack of recognition 4 3.0 3.0 65.9
Unbalanced learner-educator ratios 4 3.0 3.0 68.9
Lack of infrastructure 3 2.3 2.3 71.2
Learner attitude towards their work 3 2.3 2.3 73.5
Abrupt change of curricula 2 1.5 1.5 75.0
Delayed salary 2 1.5 1.5 76.5
Lack of communication between teachers and
their HODs 2 1.5 1.5 78.0
Lack of involvement of teachers in decision
making 2 1.5 1.5 79.5
Lack of parental support to learners 2 1.5 1.5 81.1
Lack of resources 2 1.5 1.5 82.6
Lack of support from area office and parents 2 1.5 1.5 84.1
No work-life balance and low salary 2 1.5 1.5 85.6
Non conducive environment 2 1.5 1.5 87.1
Poor of involvement of teachers in decision
making 2 1.5 1.5 88.6
Unfairness in distribution of workload 2 1.5 1.5 90.2
Aggression towards learners and colleagues 1 0.8 0.8 90.9
Departmental policies 1 0.8 0.8 91.7
Lack of benefits 1 0.8 0.8 92.4
Lack of commitment by teachers 1 0.8 0.8 93.2
Lack of enthusiasm to attend classes by
learners 1 0.8 0.8 93.9
57
Lack of training 1 0.8 0.8 94.7
Long syllabi 1 0.8 0.8 95.5
Low staff morale 1 0.8 0.8 96.2
No opportunity for personal growth 1 0.8 0.8 97.0
Poor learner educational foundation 1 0.8 0.8 97.7
Poor teaching programs from the DBE 1 0.8 0.8 98.5
Too much administration 1 0.8 0.8 99.2
Victimisation 1 0.8 0.8 100.0
Total 132 100.0 100.0
Most educators in selected the Rekopantswe AO schools believe that low salary is the most
significant factor which affects their job satisfaction at 22% of the respondents. According to
table 4.7, moderately significant factors are ill-disciplined learners – 6.1%, overcrowded
classes – 4.5%, lack of recognition – 3.0% and unbalanced learner educator ratio – 3.0%.
Lastly, the least significant factors according respondents in table 4.7 range from 2.3% to
0.8%.
4.2.6. Relationship between some of the demographic variables and job performance and job
satisfaction
This section uses ANOVA F-test to confirm the association between some of the
demographic variables such as nature of employment, qualification, current position,
experience and job performance and satisfaction. The null hypothesis tested is that
demographical variables have effect on educators‟ job performance or job satisfaction. The
hypothesis is rejected at 0.05 or 5% level of significance implying that performance and
satisfaction of educators is not affected by their demographical background. N.B.: The
demographic variables which do not appear in tables below have any significance at all.
58
Table 4.8: Association between nature of employment and organisational factors on job
performance
Statement F Sig. Conclusion
My school has adequate personnel i.e. educators and support staff. 0.936 0.445 Fail to reject the null
hypothesis
My school is well resourced. 0.231 0.921 Fail to reject the null
hypothesis
The DoE is generally quick to deliver textbooks in my school. 0.291 0.883 Fail to reject the null
hypothesis
Learners‟ home-works are well monitored by their parents/guardians. 0.813 0.519 Fail to reject the null
hypothesis
Learners perform well in ANA and tests from DBE. 1.862 0.121 Fail to reject the null
hypothesis
Older learners can be placed in the classes as the normal age cohort
learners.
0.804 0.525 Fail to reject the null
hypothesis
I am prepared to deal with drugs and substance abuse problems in my
school
1.235 0.299 Fail to reject the null
hypothesis
My school is safe and secure to teach even after hours 0.595 0.667 Fail to reject the null
hypothesis
I assist SMT in ensuring effective and efficient functioning of my school 1.174 0.936 Fail to reject the null
hypothesis
Educators are happy with the assessment and promotion policies of DBE. 1.776 0.138 Fail to reject the null
hypothesis
Educators are happy with CAPS and workshops offered by DBE. 3.610 0.008 Fail to reject the null
hypothesis
Educators select suitable teaching techniques to meet specific learning aims 0.639 0.634 Fail to reject the null
hypothesis
In essence, the results reveal that educators‟ nature of their employment does not affect their
performance at work. However, there is consensus with regards to CAPS and workshops
offered by the DBE. Educators are of the view that this education system and the kinds of
workshops could impede on their performance. No association between nature of
employment and job performance.
59
Table 4.9: Association between nature of employment and organisational factors on job
satisfaction
Statement F Sig. Conclusion
My school has excellent infrastructure such as classrooms, sanitation,
library, laboratory etc.
1.140 0.341 Fail to reject the null
hypothesis
My school has an acceptable number of learners in all classes. 0.673 0.612 Fail to reject the null
hypothesis
Learners are well disciplined in my school. 1.754 0.142 Fail to reject the null
hypothesis
Educators make inputs in the formulation of school policies. 3.444 0.010 Reject the null hypothesis
I am satisfied with my salary. 1.807 0.132 Fail to reject the null
hypothesis
I am pleased with remuneration package such as medical aid and
housing subsidies
0.666 0.617 Fail to reject the null
hypothesis
Learner violence occurs in my school 1.893 0.116 Fail to reject the null
hypothesis
Learners intimidate some educators within my school. 1.096 0.361 Fail to reject the null
hypothesis
I use appropriate policy to deal with ill-disciplined learners. 0.329 0.858 Fail to reject the null
hypothesis
I am fine with abolishment of corporal punishment. 2.277 0.065 Fail to reject the null
hypothesis
My school has appropriate safety and security measures. 0.475 0.754 Fail to reject the null
hypothesis
I am satisfied by open communication in my school. 1.113 0.353 Fail to reject the null
hypothesis
There is consensus that educators‟ nature of employment is not a cause of their job
satisfaction. The only challenging issue that could hamper their satisfaction could however be
lack of their involvement in making inputs in the formulation of school policies. This could
mean that educators feel misplaced when it comes to academic issues, their opinions are not
valued. No association between nature of employment and job satisfaction.
Table 4.10: Association between nature of employment and classroom related factors on
job performance
Statement F Sig. Conclusion
Learners are keen to do my work. 1.444 0.223 Fail to reject the null
hypothesis
I am able to find creative ways to teach learners. 0.783 0.538 Fail to reject the null
hypothesis
I am well supported by my departmental heads. 1.642 0.168 Fail to reject the null
hypothesis
SMT engages educators in participatory decision-making in my school. 2.146 0.079 Reject the null hypothesis
The medium of instruction supports learner performance. 0.955 0.435 Fail to reject the null
hypothesis
60
RCL works closely with educators in my school. 1.315 0.268 Fail to reject the null
hypothesis
Local community and other stakeholders provide good support services
to learners in my school.
0.659 0.622 Fail to reject the null
hypothesis
SMT ensures that there is an effective educator-parent partnership. 1.634 0.170 Fail to reject the null
hypothesis
I am overloaded with work in my classes. 1.799 0.133 Fail to reject the null
hypothesis
The findings confirm that educators‟ nature of employment does not affect their performance
in the classroom. No association between nature of employment and classroom related
factors.
Table 4.11: Association between nature of employment and classroom related factors on
the job satisfaction
Statement F Sig. Conclusion
I carry out extra-curricular activities well in addition to classroom job 0.317 0.867 Fail to reject the null
hypothesis
The 35:1 learner-educator ratio in secondary school is adhered to in
my school
0.998 0.411 Fail to reject the null
hypothesis
I am able to cope and work well under pressure. 2.871 0.026 Reject the null hypothesis
I am satisfied with the work schedule of the subject I teach 3.862 0.005 Reject the null hypothesis
I am happy with learners' work and progress 1.259 0.290 Fail to reject the null
hypothesis
I have good relationship with my learners. 0.718 0.581 Fail to reject the null
hypothesis
I have good relationship with my colleagues. 1.495 0.208 Fail to reject the null
hypothesis
I am satisfied with my job and my profession. 2.713 0.033 Reject the null hypothesis
I am able to balance my profession life with personal life. 0.488 0.744 Fail to reject the null
hypothesis
I am pleased with empowerment during monitoring and evaluation of
my work.
3.404 0.011 Reject the null hypothesis
IQMS helps me develop professionally. 3.977 0.004 Reject the null hypothesis
There is a good culture of teaching and learning in my school. 1.699 0.154 Fail to reject the null
hypothesis
The results reveal that some of the classroom related factors impede on their satisfaction.
These factors include coping under pressure, dissatisfaction with work schedule of the
subject, their profession in general, empowerment during monitoring and evaluation of their
work and the role of IQMS in their professional development. However, nature of their
61
employment does not affect their extra-curricular activities, ability to find creative ways in
teaching, work-life balance ability, etc.
Table 4.12: Association of current position and organisational factors on job
performance
F Sig.
My school has adequate
personnel i.e. educators and
support staff.
Between Groups 1.146 0.338
Within Groups
Total
My school is well resourced. Between Groups 0.604 0.660
Within Groups
Total
The DoE is generally quick
to deliver textbooks in my
school.
Between Groups 1.448 0.222
Within Groups
Total
Learners‟ home-works are
well monitored by their
parents/guardians.
Between Groups 0.303 0.876
Within Groups
Total
Learners perform well in
ANA and tests from DBE.
Between Groups 0.415 0.798
Within Groups
Total
Older learners can be placed
in the classes as the normal
age cohort learners.
Between Groups 0.974 0.424
Within Groups
Total
I am prepared to deal with
drugs and substance abuse
problems in my school
Between Groups 2.615 0.038
Within Groups
Total
My school is safe and secure
to teach even after hours
Between Groups 0.636 0.638
Within Groups
Total
I assist SMT in ensuring
effective and efficient
functioning of my school
Between Groups 2.090 0.086
Within Groups
Total
Educators are happy with the
assessment and promotion
policies of DBE.
Between Groups 0.743 0.564
Within Groups
Total
Educators are happy with
CAPS and workshops
offered by DBE.
Between Groups 0.536 0.710
Within Groups
Total
Educators select suitable
teaching techniques to meet
specific learning aims
Between Groups 1.395 0.239
Within Groups
Total
The results confirm that there is no association between current position and job performance
i.e. their position does not affect their performance in class room but the unpreparedness to
dealing with drugs and substance abuse problems in their school could be a threat. Table 4.12
above clearly shows that the significance is above 5% i.e. 0.05 level which means the F-test
failed to reject the null hypothesis except in only one instance 3.8% i.e. 0.038 level.
62
Table 4.13: Association between current position andorganisational factors on job
satisfaction
F Sig.
My school has excellent
infrastructure such as
classrooms, sanitation,
library, laboratory etc.
Between Groups 1.370 0.248
Within Groups
Total
My school has an acceptable
number of learners in all
classes.
Between Groups 0.369 0.830
Within Groups
Total
Learners are well disciplined
in my school.
Between Groups 0.314 0.868
Within Groups
Total
Educators make inputs in the
formulation of school
policies.
Between Groups 1.380 0.244
Within Groups
Total
I am satisfied with my salary. Between Groups 0.802 0.526
Within Groups
Total
I am pleased with
remuneration package such
as medical aid and housing
subsidies
Between Groups 0.905 0.463
Within Groups
Total
Learner violence occurs in
my school
Between Groups 1.714 0.151
Within Groups
Total
Learners intimidate some
educators within my school.
Between Groups 1.686 0.157
Within Groups
Total
I used appropriate policy to
deal with ill-disciplined
learners.
Between Groups 0.243 0.913
Within Groups
Total
I am fine with abolishment of
corporal punishment.
Between Groups 0.542 0.705
Within Groups
Total
My school has appropriate
safety and security measures.
Between Groups 1.662 0.163
Within Groups
Total
I am satisfied by open
communication in my
school.
Between Groups 3.039 0.020
Within Groups
Total
Lack of communication between educators and/or the heads of departments could be the only
impeding factor that could affect educator‟s job satisfaction regards to organisational factors.
The above factor has the significance of 0.020 level which means the ANOVA F-test failed to
reject the null hypothesis. Other factors do not contribute to their job satisfaction.
63
Table 4.14: Association between current position and classroom related factors on job
performance
F Sig.
Learners are keen to do my
work.
Between Groups 1.086 0.366
Within Groups
Total
I am able to find creative
ways to teach learners.
Between Groups 2.179 0.075
Within Groups
Total
I am well supported by my
departmental heads.
Between Groups 0.545 0.703
Within Groups
Total
SMT engages educators in
participatory decision-
making in my school.
Between Groups 1.008 0.406
Within Groups
Total
The medium of instruction
supports learner
performance.
Between Groups 2.637 0.037
Within Groups
Total
RCL works closely with
educators in my school.
Between Groups 0.301 0.877
Within Groups
Total
Local community and other
stakeholders provide good
support services to learners
in my school.
Between Groups 0.456 0.768
Within Groups
Total
SMT ensures that there is an
effective educator-parent
partnership.
Between Groups 1.864 0.121
Within Groups
Total
I am overloaded with work in
my classes.
Between Groups 1.401 0.237
Within Groups
Total
There seems to be an issue concerning the prescribed medium of instruction at schools
around the Rekopantswe AO or even in Mafikeng. Educators identified this as a negative
contributing factor to their job performance.
64
Table 4.15: Association between current position and classroom related factors on job
satisfaction
F Sig.
I carry out extra-curricular
activities well in addition to
classroom job
Between Groups 2.789 0.029
Within Groups
Total
The 35:1 learner-educator
ratio in secondary school is
adhered to in my school
Between Groups 0.841 0.502
Within Groups
Total
I am able to cope and work
well under pressure.
Between Groups 0.419 0.795
Within Groups
Total
I am satisfied with the work
schedule of the subject I
teach
Between Groups 0.671 0.613
Within Groups
Total
I am happy with learners'
work and progress
Between Groups 1.939 0.108
Within Groups
Total
I have good relationship with
my learners.
Between Groups 2.127 0.081
Within Groups
Total
I have good relationship with
my colleagues.
Between Groups 1.041 0.389
Within Groups
Total
I am satisfied with my job
and my profession.
Between Groups 1.615 0.174
Within Groups
Total
I am able to balance my
profession life with personal
life.
Between Groups 2.193 0.073
Within Groups
Total
I am pleased with
empowerment during
monitoring and evaluation of
my work.
Between Groups 0.621 0.648
Within Groups
Total
IQMS helps me develop
professionally.
Between Groups 1.011 0.405
Within Groups
Total
There is a good culture of
teaching and learning in my
school.
Between Groups 1.325 0.264
Within Groups
Total
It is clear that extra-curricular activities in addition to classroom job have an effect on
educators‟ job satisfaction irrespective of their position. This suggests the fact that educators
greatly have big workloads.
65
Table 4.17: Association between qualification and organisational factors on job
satisfaction
F Sig.
My school has excellent
infrastructure such as
classrooms, sanitation,
library, laboratory etc.
Between Groups 1.214 0.308
Within Groups
Total
My school has an acceptable
number of learners in all
classes.
Between Groups 0.987 0.417
Within Groups
Total
Learners are well disciplined
in my school.
Between Groups 3.063 0.019
Within Groups
Educators make inputs in the
formulation of school policies.
Between Groups 0.859 0.490
Within Groups
I am satisfied with my salary. Between Groups 2.483 0.043
Within Groups
I am pleased with
remuneration package such
as medical aid and housing
subsidies
Between Groups 0.294 0.882
Within Groups
Total
Learner violence occurs in
my school
Between Groups 1.280 0.281
Within Groups
Total
Learners intimidate some
educators within my school.
Between Groups 1.679 0.159
Within Groups
Total
I used appropriate policy to
deal with ill-disciplined
learners.
Between Groups 1.588 0.181
Within Groups
Total
I am fine with abolishment of
corporal punishment.
Between Groups 0.977 0.423
Within Groups
My school has appropriate
safety and security
measures.
Between Groups 3.659 0.007
Within Groups
Total
I am satisfied by open-
communication in my school.
Between Groups 3.676 0.007
Within Groups
66
The results reveal that some of the organisational factors hinder educators‟ job satisfaction.
These factors embrace salary, learner discipline, no open-communication in school as well as
safety and security measures.
Table 4.18: Association between experience and organisational factors on job
performance
F Sig.
My school has adequate
personnel i.e. educators and
support staff.
Between Groups 3.264 0.014
Within Groups
Total
My school is well resourced. Between Groups 3.088 0.018
Within Groups
Total
The DBE is generally quick to
deliver textbooks in my
school.
Between Groups 2.561 0.042
Within Groups
Total
Learners’ home-works are
well monitored by their
parents/guardians.
Between Groups 0.955 0.435
Within Groups
Total
Learners perform well in ANA
and tests from DBE.
Between Groups 2.004 0.098
Within Groups
Total
Older learners can be placed
in the classes as the normal
age cohort learners.
Between Groups 1.756 0.142
Within Groups
Total
I am prepared to deal with
drugs and substance abuse
problems in my school
Between Groups 1.094 0.362
Within Groups
Total
My school is safe and secure
to teach even after hours
Between Groups 1.118 0.351
Within Groups
Total
I assist SMT in ensuring
effective and efficient
functioning of my school
Between Groups 1.217 0.307
Within Groups
Total
Educators are happy with the
assessment and promotion
policies of DBE.
Between Groups 2.109 0.083
Within Groups
Total
Educators are happy with
CAPS and workshops offered
by DBE.
Between Groups 3.439 0.011
Within Groups
Total
67
Educators select suitable
teaching techniques to meet
specific learning aims
Between Groups 0.606 0.659
Within Groups
Total
The outcomes above disclose that educator job performance is affected by some
organisational factors like CAPS and workshops offered by DBE, late delivery of textbooks
by DBE, inadequate resources and inadequate personnel. However, their experience is not
affected by selection of suitable teaching techniques, assessment and promotion policies of
DBE, safety and security, monitoring, learner age cohort as well as drugs and substance
abuse problems.
Table 4.19: Association between experience and organisational factors on job
satisfaction
F Sig.
My school has excellent
infrastructure such as
classrooms, sanitation,
library, laboratory etc.
Between Groups 1.162 0.331
Within Groups
Total
My school has an acceptable
number of learners in all
classes.
Between Groups 1.412 0.234
Within Groups
Total
Learners are well disciplined
in my school.
Between Groups 1.593 0.180
Within Groups
Total
Educators make inputs in the
formulation of school
policies.
Between Groups 1.000 0.410
Within Groups
Total
I am satisfied with my salary. Between Groups 2.702 0.033
Within Groups
Total
I am pleased with
remuneration package such
as medical aid and housing
subsidies
Between Groups 1.891 0.116
Within Groups
Total
Learner violence occurs in
my school
Between Groups 3.126 0.017
Within Groups
Total
Learners intimidate some
educators within my school.
Between Groups 1.789 0.135
Within Groups
Total
I used appropriate policy to
deal with ill-disciplined
learners.
Between Groups 1.410 0.234
Within Groups
Total
I am fine with abolishment of
corporal punishment.
Between Groups 3.173 0.016
Within Groups
Total
My school has appropriate
safety and security measures.
Between Groups 1.052 0.383
Within Groups
68
Total
I am satisfied by open
communication in my
school.
Between Groups 1.213 0.309
Within Groups
Total
The results show that there is no significant association in their experience and job
satisfaction except dissatisfaction on salary, learner violence and abolishment of corporal
punishment which clearly affect them. The test failed to reject the null hypothesis at 0.033,
0.017 and 0.016 levels respectively.
Table 4.20: Association between experience and classroom related factors on job
performance
F Sig.
Learners are keen to do my work. Between Groups 0.739 0.567
Within Groups
Total
I am able to find creative ways to teach learners.
Between Groups 0.170 0.953
Within Groups
Total
I am well supported by my departmental heads.
Between Groups 2.573 0.041
Within Groups
Total
SMT engages educators in participatory decision-making in my school.
Between Groups 1.163 0.331
Within Groups
Total
The medium of instruction supports learner performance.
Between Groups 0.141 0.967
Within Groups
Total
RCL works closely with educators in my school.
Between Groups 0.591 0.670
Within Groups
Total
Local community and other stakeholders provide good support services to learners in my school.
Between Groups 1.536 0.196
Within Groups
Total
SMT ensures that there is an effective educator-parent partnership.
Between Groups 1.251 0.293
Within Groups
Total
I am overloaded with work in my classes.
Between Groups 0.994 .413
Within Groups
Total
It is clear that educators do not foresee experience impeding on their job performance except
that as indicated by educators lack of support by departmental heads could be a problem.
69
Table 4.21: Association between experience and classroom related factors on job
satisfaction
F Sig.
I carry out extra-curricular activities
well in addition to classroom job
Between Groups 1.743 0.145
Within Groups
Total
The 35:1 learner-educator ratio in
secondary school is adhered to in my school
Between Groups 1.589 0.181
Within Groups
Total
I am able to cope and work well
under pressure.
Between Groups 2.804 0.029
Within Groups
Total
I am satisfied with the work
schedule of the subject I teach
Between Groups 0.831 0.508
Within Groups
Total
I am happy with learners' work and
progress
Between Groups 1.338 0.259
Within Groups
Total
I have good relationship with my
learners.
Between Groups 1.082 0.368
Within Groups
Total
I have good relationship with my
colleagues.
Between Groups 1.502 0.206
Within Groups
Total
I am satisfied with my job and my profession.
Between Groups 2.920 0.024
Within Groups
Total
I am able to balance my profession life with personal life.
Between Groups 1.477 0.213
Within Groups
Total
I am pleased with empowerment during monitoring and evaluation of
my work.
Between Groups 1.430 0.228
Within Groups
Total
IQMS helps me develop professionally.
Between Groups 2.696 0.034
Within Groups
Total
There is a good culture of teaching and learning in my school.
Between Groups 1.689 0.157
Within Groups
Total
The results reveal that experience does not have an effect on job satisfaction in relation to
classroom factors except that educators have indicated that their inability to cope and work
well under pressure, lack of satisfaction with their job and their profession and the role the
IQMS plays in developing professionally most probably will affect them significantly.
Cross tabulation on the workload
Most of the educators have a Bachelor‟s degree as qualifications followed by those with
honours degrees and five educators have masters‟ degree in which 1 is teaching 8, 10 and 11
per grade respectively and two others grade both grade 8 and 9.
70
Table 4.22: Working experience and grade(s) teaching cross tabulation
Grade(s) teaching
Total Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Grade 8 to 10
Grade 10 to 11
Grade 11 & 12
Grade 9
& 12
Grade 10 & 12
Grade 8 &11
Grade 9
& 10
Grade 8
& 12
Grade 8,
10, 11
&12
Grade 8 & 9
Working experience
Below 3 years
Count 2 0 1 1 0 6 4 0 3 0 0 2 0 0 3 22
% within Working experience
9.1%
0.0%
4.5%
4.5%
0.0%
27.3%
18.2%
0.0%
13.6%
0.0%
0.0%
9.1%
0.0%
0.0%
13.6%
100.0%
3-10 years
Count 4 1 3 0 0 4 3 3 0 6 0 3 0 1 2 30
% within Working experience
13.3%
3.3%
10.0%
0.0%
0.0%
13.3%
10.0%
10.0%
0.0%
20.0%
0.0%
10.0%
0.0%
3.3%
6.7%
100.0%
11-15 years
Count 2 0 4 5 2 1 2 1 2 1 1 1 0 1 2 25
% within Working experience
8.0%
0.0%
16.0%
20.0%
8.0%
4.0%
8.0%
4.0%
8.0%
4.0%
4.0%
4.0%
0.0%
4.0%
8.0%
100.0%
16-20 years
Count 1 1 0 1 1 1 1 3 1 1 0 0 0 0 2 13
% within Working experience
7.7%
7.7%
0.0%
7.7%
7.7%
7.7%
7.7%
23.1%
7.7%
7.7%
0.0%
0.0%
0.0%
0.0%
15.4%
100.0%
Above 20 years
Count 2 5 5 0 3 2 4 5 0 4 0 1 2 0 9 42
% within Working experience
4.8%
11.9%
11.9%
0.0%
7.1%
4.8%
9.5%
11.9%
0.0%
9.5%
0.0%
2.4%
4.8%
0.0%
21.4%
100.0%
Total Count 11 7 13 7 6 14 14 12 6 12 1 7 2 2 18 132
% within Working experience
8.3%
5.3%
9.8%
5.3%
4.5%
10.6%
10.6%
9.1%
4.5%
9.1%
0.8%
5.3%
1.5%
1.5%
13.6%
100.0%
There is a relationship between teaching load and the experience of educators. The majority
of educators (42) with more teaching load have more than 20 years of teaching experience
but surprisingly none of them teach four grades. It is clear that only two educators with a
teaching experience of between 3 to 15 years are responsible for four grades (8, 10, 11 and
12). Of the 132 educators, none of educators with less than three years of experience is
teaching grade 12.
4. 3. QUALITATIVE ANALYSIS OF THE INTERVIEWS
The researcher considered gender, diverse age, different race and years of experience when
choosing the interviewees. The researcher considered that the AO has township and rural
schools hence there was a representation on both sides. Seven schools were involved in this
study in which four teachers were from township schools and six from rural schools making a
71
total of ten interviewees. Thus ten interviews were conducted with educators who also took
part in the quantitative phase of this study.
All ten educators were interviewed individually in which most of the interviews lasted around
15 minutes with the longest lasting 34 minutes. All interviews were electronically recorded
and transcribed verbatim. The interview questions were based around the factors influencing
educator‟s job performance and job satisfaction. These interviews were one-to-one but the
fact that most of the responses tended to be recurring, the researcher only quoted the most
encompassing responses and summarised the befitting arguments i.e. in some instances words
of some respondents were quoted verbatim and other responses with the relative meaning
were summarised by the researcher. The researcher interviewed two (2) principals, two (2)
deputy principals, two (2) head of department (HOD) and four (4) educators (PL 1).
4.3.1. Educators‟ views on job performance
Sub-theme: Job performance is based on the expected outcomes
“Educator job performance depends entirely on the outcomes from the learners,
what the teacher has been imparting to the learners” (PL 1)
Educators were asked questions individually in one-to-one interview. An overwhelming
majority of the interviewees believed that their job performance is based on the expected
outcomes or results from learners after teaching them or at the end of the year. The
respondents suggested that educators are results orientated throughout the year as there is
continuous assessment on daily basis or results at the end of the year in reference to their job
performance. They consider educators‟ effectiveness in teaching and learning practices lead
to better results. The other 20% had the view that job performance “can be scaled in
the input and the output” (male educator) and “basically job performance should be
based on something tangible” (principal-rural). Deputy principal further indicated
that their job performance includes “moulding learners” to add value to their lives
and at the same time learners give results and must also get knowledge when
proceeding to next topics or promoted to next grade or level.
These results show that interviewees‟ ideas on the construct of job performance are
aligned to their work outputs. Participants responded with different expressions
related to job performance like expected outcomes, teacher‟s effectiveness, teaching
72
and learning practices, learners getting knowledge, scaled in input and output, all
suggesting outcomes.
4.3.2. Educators‟ views on factors affecting job performance
Sub-theme 1: Fraudulent promotional posts
“Appointment, the issue of some colleagues who get promotion because of their
association or because of the network that is there with the union and SGB. Other
teachers become bitter, resentful to this colleague” (PL 1)
All of the respondents maintain that one of the major factors affecting job performance is
corruption in promotions. Interviewees believe that some promotional posts are offered to
educators through illegal transactions due to association with unions or SGB. This brings
about much tension in the working environment and this affects job performance maximally.
They indicate that there will be a lot of insubordination and passive resistance due the
bitterness in a school by educators. Participants indicate that some seniors allegedly got
memoranda before their interviews and these seniors are in most instances lack competence
in the subjects they are supervising or the department they are supposed to manage.
Sub-theme 2: Lack of support
“Providing educators with resources, by providing support, support by stakeholders,
different stakeholders, principals, the HOD‟s you know, even the department
themselves, itself, if they do support educators they show that they are really
important” (PL 1)
All the respondents, except one feel, that the support from all the stakeholders is
insufficient. They indicate that parents do not assist them with their learners‟ work at
home and these are very serious problems which affect their job performance. These
problems include amongst others, no submission of tasks which results in no marks for
those tasks. They indicate that learners sometimes do not even bother to do their
investigations or projects which end up leaving gaps in the subjects mark sheets due to
no work written. Respondents also indicated lack of support from the SMT due to non-
compliance or reluctance of learners in doing their work timeously and non-
submissions. Respondents were concerned that they need more support in the
intervention strategies rather than just having a policy only which does not have tone to
learners or just a piece of written article which learners do not understand its
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importance. School do buy some LTSM using section 21 allocations which the
department sometimes take time to augment due a snail pace delivery caused by some
fraudulent suppliers. This issue compromise educators‟ job performance a lot because
these materials enhance better teaching and learning.
“Educators need workshops to improve and encourage them to develop themselves
further” (PL 1)
Respondents are concerned by lack of workshops, opportunities and development in
their careers which will empower and sharpen their teaching skills so that they can
perform their jobs to better levels.
Sub-theme 3: Poor learner discipline
“We have got a serious challenge of learner-behaviour in our schools nowadays. They
are rude, they are rowdy, and they are disrespectful towards the teachers” (Principal)
All educators maintain that there is a problem of discipline in their schools. Although there
are excellent intervention policies to deal with discipline, interviewees indicate that it is very
difficult to implement and handle these learners because they are so wayward. Respondents
are concerned about the frequency and level of disruptive behaviour, cheekiness, disorderly
conduct, laziness, uncooperativeness, and verbal abuse of learners by other learners which are
most important aspects of learner control. These participants believe that lack of learner
control detrimentally affect their job performance as it affect their teaching and assessment.
Respondents indicate that since the abolishment of corporal punishment as dictated by SASA
1996 Section 12(b), learners are so disrespectful and compromise educators‟ work since in
some instances they spend more time trying to deal with ill-disciplined learners. Respondents
indicate that learner behaviour and frequent absenteeism contributes towards their
performance hence learner progression to the next grade.
“The learners lack commitment as far as their studies are concerned and even towards
their schoolwork; they don‟t show any commitment and responsibility” (PL 1)
Respondents said that ill-disciplined learners lack commitment in doing their day to day work
which affects educators‟ total focus on behaving learners and that ultimately impact
negatively in the overall performance of their jobs.
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Sub-theme 4: Remuneration
“I think one important issue is issues of salary. You know educators are doing a lot of
things, they are more than educators and I don‟t think the remuneration that they get
really match the amount of work that the educators are doing. So I would say salary,
benefits you know, they are some of the issues, remuneration is one of the major
factors” (Youngest educator in twenties)
70% of respondents agree that remuneration affects their job performance.
Participants A indicated that educators are given less than the amount of duties or
workload they are employed to do. Participants believe that they are given low
salaries which do not match their qualifications. The other 30% of participants agree
that the increment from the department is too low and that there is a need for
restructuring of their salaries and benefits. They further maintain that when
educators go little extra mile maybe teaching after hours or during weekends, they
deserve to be given some incentives.
Sub-theme 5: Policy related matters
“There is forever changing the system of education. We started with Bantu education
we are not saying it was good and then there was NCS, OBE now it‟s CAPS. Things
change but the more they change the more the status quo remains the same” (Deputy
Principal)
Since the dawn of democracy in 1994 South Africa, there have been several changes
made in the curriculum. The changing education system is a concern to half to the
participants on their job performance. They indicate that the policies are imposed on
educators which are ambiguous to comprehend and that compromise job
performance at school level. These policies include among others curriculum
policies like OBE, NCS, RNCS and lately CAPS in 2012. Participants argue that
there were not adequate workshops to enhance educators to implement them
successfully. Respondents indicate that recently DBE is battling with teacher union
on the relevance of ANA which was supposed to be a diagnostic tool when it was
advocated. These participants believe that the admission policy do also hinders their
job performance. Their main concern is age cohort which enables older learner to be
in the same class as the normal age learners.
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“There is just one incentive IQMS, but the percentage of IQMS increment is quite
low.” (PL 1)
Participants indicated that IQMS policy is burdensome as it has increased their
paper work but with just one notch increase in their salaries. These participants
indicate that this policy is not really effective as it was meant to develop educators
totally and does not enhance their job performance.
Sub-theme 6: Overcrowding
“There are issues of overcrowding in schools due to population explosion. A teacher
has more than enough learners in his class or in his or her classroom. It makes an
educator to have a low moral” (Principal)
Respondents are concerned about the overcrowding in the classes they teach. They
argue that overcrowding lead to more workload as they are unable to handle more
learners at same time in classes. They indicate that teaching and learning is not that
effective due high numbers in classes. They argue that feedback on assessment is not
given timeously due to this burden of overcrowding and this really impedes their job
performance. They further indicated that they are unable to give slow learners some
special attention. They believe overcrowding put their morale low.
Sub-theme 7: Damaged interpersonal relationships
“There is no fairness, it is only because you have or the senior structure is having
squabbles with the principal or with one of the senior managers in the school” (PL
1)
Participants indicate that favouritism and nepotism are rife in their schools. They
indicated that these affect their job performance detrimentally. They maintain that
school managers should treat all educators equally so that there is a harmonious
working relationship. They argue that favoured educators are usually allocated
reasonable number of periods and always given a single subject which they
specialised in to teach throughout the year. Otherwise, those on the bad side of
management are forced to handle subjects which they are not comfortable to teach
and are most likely to impact on their job performance.
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Sub-theme 8: Social factors
“There are many facts which are intertwined, some are child headed families, these
children stay alone, at home, and both parents have passed on, some stay with their
grandparent” (Principal)
Participants indicate that most learners are heading the families in their rural
schools which affect the performance of these learners and ultimately their job
performance. They believe that these child-headed families are due to parents who
passed away or grandparents who are incapable to supervise their school work.
These learners are at times absent from school taking care of their siblings or sick
grandparents or even have to go and queue up for pension grants. The respondents
believe that these unfortunate situations do really impact on learners to do their
work properly and affect educators‟ job performance.
“Bullying, they bully on daily basis, they demand money because they have to go
and buy drugs” (Principal)
Some participants indicate that bullying is a challenge in schools. They indicate that
these bullies impact negatively on the victims and most victims of bullying remain
silent as they are afraid to go the same ordeal again. These victims get introverted as a
result it affect their concentration in classes. This ultimately affects educators‟ job
performance.
“There is a higher rate of substance abuse at schools” (HOD)
One participant said that substance abuse is a problem nowadays in schools. He
maintains that intoxicated learners are very difficult to handle in class or even in the
schools premises. This really poses a threat to educators‟ job performance. He
indicated that sometimes these learners are very aggressive in class or are unruly and
that causes a delay in effective teaching and learning.
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4.3.3. Educators‟ views on job satisfaction
Sub-theme 1: Being content in work
“Job satisfaction is whether you are satisfied with what you are doing, whether you
are content with what you are doing, whether the employer has put in front of you all
the necessary requirements which will enable to execute your job” (PL 1)
All the respondents share the same sentiments that job satisfaction is being content and
enjoying ones job. They believe that when they are at ease in their place of work, their job
satisfaction will be guaranteed. At the same time the employer should provide all necessary
requirements so that they can be able to do their work without any impediments. They
indicate that they are satisfied when planted knowledge falls on a fertile soil because results
at the end of the year bring more satisfaction to them. Respondents believe that job
satisfaction has got to do with a sense of fulfilment and somehow relates to emotional well-
being of an educator.
Sub-theme 2: Suitable conditions at work
“I think that for job satisfaction to be achieved, the person who must play a pivotal
role in that is the employer himself, by availing a harmonious, holistic and secure
place for you as an employee to be in a position to execute that particular work”
(PL1)
All respondents except one believe the employer should provide a healthy environment. They
want a harmonious, pleasant and secure place to work at. Educators want to be supported by
all stakeholders i.e. principal, SMT, other colleagues and the department at large so that they
can do their work outstandingly in a suitable workplace. A sour relationship is likely to make
educators to experience difficult conditions at work. They indicate that if the work
environment is smooth and harmonious then job satisfaction will be the name of the game.
4.3.4. Educators‟ understandings on factors affecting job satisfaction
Sub-theme 1: Inadequate remuneration
“Aneducator must get an adequate salary, the salary which matches with the work, his
amount of work or his efforts at work. The department of education doesn‟t give its
educators a very well living salaries and better financial packages” (PL 1)
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All the respondents are not satisfied with the remuneration packages offered by DBE.
Educators maintain that their remuneration is a laughing stock to all who care. They believe
that the department give them inadequate salaries and incentives. Educators maintain that
they are not earning a living salary or a decent salary as compared to their counterparts in
different sectors with the same qualifications and experience. Respondents argue that there
should be some restructuring of their salary and incentives. Educators believe that their
salaries do not match the amount of work they are doing in schools and these cause the
dissatisfaction in their jobs. They maintain that there should be a good stipend when they go
an extra-mile or when they produce excellent results at the end of the year. These respondents
agree that adequate benefits and pay will enable them to reach the goal of teaching
satisfactorily.
Sub-theme 2: Working conditions
“The teacher will also be complaining about the working environment, complaining
about this and that and the person who is not satisfied, that particular person will not
do his job at the expected level” (HOD)
All respondents indicated that they are not happy with some conditions at their different
schools. They argue that there is a toxic school climate and culture nowadays. They
indicated that they are unsafe and insecure in their different schools as there are no security
personnel. The respondents argue that there are inadequate facilities such as genuine
sewerage, essential infrastructure and hygienic water as all most of their schools were
inherited from the apartheid regime. Respondents argue that some school buildings are
dilapidated. They indicated that the departmental procurement moves at a snail pace to
address these issues. Respondents maintain that all these matters lead to the dissatisfactions at
their work place. They indicated that they really need assistance to overcome all these
challenges so that there can be at least some satisfaction in their jobs.
Sub-theme 3: Lack of support
“If the teacher has the support of the fellow colleagues and the management, even the
parents, the teacher will be motivated to take the extra mile, to do his or her job,
knowing that it will be appreciated by all the stakeholders”
Participants (PL 1) indicate that there is a minimal support from parents, SMT and
other stakeholders. They indicate that if stakeholders do not support them, they get less
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motivated. Respondents are concerned that parents do not give them essential decent
support and recognition. They maintain that learners have greater achievement, improved
performance and exhibit higher extent of behavioural coordination when parents take part in
their education. Respondents are dissatisfied with lack of support systems of wellbeing as
they indicate that “another thing may be a question of stress, there are many factors
taking the stress on teachers, teachers are ill” (principal).
They further indicated that they need support systems like financial and stress management to
enhance their level of satisfaction. These participants highlighted that they do not have
adequate learner teacher support materials to enhance their teaching practices. Respondents
indicated that the new curriculum has a negative impact on them because they were not
adequately trained to implement it. They were only supported with a maximum of five days‟
workshop after which they supposed to go and implement that curriculum having less
confidence. These affect their integrity and pride because they have to spend their life time
imparting something they are not sure of. They indicate that if all these necessary support is
given to them, they would be satisfied in their jobs.
Sub-theme 4: Poor leadership
“Autocratic principals, as an example, management which is found in the different
schools, if principals of different school impose instruction or come up with their own
ideology on how things must be done then educators will not be satisfied. They impose
things that educators cannot perform on their daily basis obviously educators will
never be satisfied” (PL 1)
Participants said that they are dissatisfied with dictatorial kind of leadership in their
schools. They said that education is collaborative action but they are discontent about
the way the management run schools. They allege that management impose binding
instructions on them irrespective of the circumstances. They indicate that their SMT‟s
sometimes exploited their authority or demonstrate inappropriate diplomacy when they
address concerns. The respondents are concerned that this kind of leadership drops
educator motivation and satisfaction. They indicated that these make the life educators
very sour and they get so dissatisfied in their work place. They indicated that situation
create disharmony as well as stress to colleagues. Consequently, the relationships
amongst colleagues undergo a slow death. Respondents argue that poor educator
relationship in schools lead to gross insubordination and the neglecting work by
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educators. In contrast, respondents contend that when there is good
relationship and educators highly satisfied they perform excellently.
Sub-theme 5: Communication on all stakeholders
“All the stakeholders must play their role of effective communication i.e. learners,
parents, management, educators themselves, the SGB and the Department at large, if
we become effective communicators amongst ourselves then job satisfaction can be
elevated”
Otherwise participants allege that they have a jovial relationship with most of their colleagues
and learners grounded on shared respect. Respondents lastly allege that parent only register
their children and leave them with educators for the rest of the academic year. These cause
appalling parent-teacher relationship hence no satisfaction on educators. The respondents
believe that if there is a good communication between all parties, schools will run smoothly
with guaranteed educator job satisfaction.
Sub-theme 6: Social issues
“We all performed the Christian way, but because of the rights that we have and
that we must exercise, there are different religions. Some do not want to go to
assembly because of their religious point of view” (Deputy Principal)
Participants indicate that some of their colleagues are not satisfied with religious
aspects in various schools. They argue that some educators do not like to be part of
the morning devotion assembly whereas their schools take it as the first period of
the day in which all have to pray in Christian way. They allege these issue lead to
some educators coming late to school so that they can find assembly dispersed. This
dissatisfaction causes the conflict with school management in the since educators
log wrong arrivals in the time book.
4.3.5. Educators‟ views on the relationship between job performance and job satisfaction
“I think there is a relationship because if you look at them, they are one and the same
thing. When you talk about job satisfaction, it means you are satisfied at work you will
perform and when we talk about job performance it means then the teacher is satisfied
and then he is going to be effective in his or her job.”
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All the participants agree that there is relationship between job performance and job
satisfaction of educators in schools. They maintain that job performance and job satisfaction
complement each other. They emphasise that one needs to be satisfied in order for him/her to
perform excellently. They further argue that lack of satisfaction in one‟s job results in
demotivation which affects performance.
From the investigation in this study, it appears that educators who actively aspire to perform
further than the expectations of the department do so centred on the satisfaction they get from
objective success as well as recognition. This suggests that it is evident that there is a
relationship between job performance and job satisfaction of educators in selected schools
and hence it is the department‟s choice to directly involve educators in confirming their job
satisfaction.
The null hypothesis tested in table 4.6 is that there is an association between job performance
and job satisfaction. The correlation coefficient is between -1 and 1 i.e. all values between -1
and 1 show that there is some significance. All the flagged values are an indication that there
is evidence of relationship between these variables using Pearson‟s correlation. On the other
hand, all participants interviewed agree that there is a relationship between job performance
and job satisfaction e.g. one participant said „if a teacher is not satisfied at the workplace,
definitely that is going to affect his performance.I mean job satisfaction affects job
performance‟. Educators emphasise that one need to be satisfied in order for him/her to
perform excellently.
4.4. SUMMARY
The results of study are presented in this chapter. It involved data presentation and analysis of
both the quantitative and qualitative phases. The following chapter will focus on the
discussions/interpretations and findings of this study.
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CHAPTER 5: DISCUSSION OF FINDINGS
5.1. INTRODUCTION
The study sought to identify factors that affect educators‟ job performance and job
satisfaction. In this chapter, the author presents a critical discussion of the quantitative and
qualitative findings presented in Chapter 4. The chapter is divided into themed sections
starting with the discussion of biographical data and then moving on to factors that affect
both educators‟ job performance and job satisfaction respectively. These themes are
formulated around the research questions guiding the study and have been consistently used
for structuring in chapters 2, 4 and 5 of the study.
5.2. DISCUSSION OF THE DEMOGRAPHICAL DATA
There is a higher female educator workforce in the teaching as a profession (Department of
Basic Education [DBE], 2009). It is also supported by figure 4.1 in this work. This may
suggest that female educators are more likely to be satisfied in teaching as a profession as
prompted by their numbers in different schools. Nonetheless, the studies of Crossman and
Harris (2006:32) suggest that both men and women show the same degrees of satisfaction
whilst Hickson and Oshagbemi (in Crossman & Harris, 2006:32) argues that in the UK and
elsewhere, women show higher degrees of satisfaction.
The indication that most educators are between 31 to 50 years old as depicted by figure 4.2
with more educators having above 20 years teaching experience as shown in figure 4.9,
substantiate to the reason that teaching profession is unsuccessful to entice young peoples
(16.7% -figure 4.9) to follow teaching career. This could be associated to the damaging
sentiments due the changing educational system in South Africa, curriculum changes, meagre
service delivery, inadequate salaries (table 4.8), and lack of learner discipline and violence
linked with no safety and security in schools (table 4.3 & 4.7). Inadequate salaries could
discourage young peoples from following teaching career as that unintentionally means less
fulfilment of basic needs in accordance with what Maslow‟s hierarchy of needs advocates.
This is further supported by the hygiene factors in Herzberg‟ Two Factor Theory.However,
there are no findings that are directly associated to age with levels of either job performance
or job satisfaction.
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However, in accordance with Herzberg, Mausner, Peterson and Capwell (in Crossman &
Harris, 2006:32) as up to the age of 33, educators experience higher degrees of job
satisfaction at the beginning of their careers, mid-career decline in their middle ages and
increase towards the end of their career. Oshagbemi (in Crossman & Harris, 2006:32) posits
that older educators cope with job related challenges because they developed strategies, while
Chaplain and Kinman (in Crossman & Harris, 2006: 32) argue that educators in the middle
age are the least satisfied because of the unfulfilled career ambitions and health or family
challenges.
In terms of qualifications, 51.5% of participants as shown in figure 4.7 have RQVE 14 i.e.
bachelor‟s degree, ACE/PGCE. Only 14.4% of the respondents have the minimum
requirement to teaching i.e. RQVE 13 with professional diploma. There are 30.3% RQVE 15
i.e. honours degrees and 3.8% RQVE 16 having masters degrees who participated in the
survey. These indicate that all respondents are professionally qualified as educators. On the
other hand, 97 respondents are permanently employed which suggest the remaining educators
are either temporarily filling in for educators on leave, or who are studying in the direction of
finishing teaching qualification. In contrast, Johnson and Johnson (2000) suggested that
correlating qualifications with employees‟ jobs lead to positive job satisfaction. The view,
indicate that more educated educators will experience a better job satisfaction if their job
allocation is in line with their exact qualification i.e. subject specialisation. Gazioglu and
Tansel (2002) maintain that employees with junior degrees and post graduates have lower
levels of satisfaction in jobs than those with lesser qualifications.
These findings suggest that more than a quarter of respondents are not permanent which
means teaching and learning of temporary educators in these school cannot be testified as
stable and therefore that is likely to affect educators‟ job performance and job satisfaction
adversely. This is supported by Herzberg‟ hygiene factors as illustrated in figure 2.3 (Chapter
2) of salary and job security. These educators are likely to be de-motivated because they are
uncertain about their future in teaching fraternity.
Figure 4.9 shows that there are more educators with vast experience who took part in the
survey at 31.8% i.e. 42 participants above 20 years‟ experience. Johnson and Johnson (2000)
argue that employees with longer service tend to be wayward to be satisfied than less
experienced employees and that high experience is seen as a liability in some institutions
while senior educators are given more respect. The new entrants i.e. the educators with very
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little experience were 16.7% i.e. 22 in participation which may suggest that there is either low
attraction of new entrants or they not interested in teaching. Obineli (2013:235) found
unnoticeable disparity between less experienced and experienced educators in their views on
promotions as the factor influencing job satisfaction.
An average classroom is entitled to 35 learners which specify that whichever classroom with
more than 40 learners is actually overcrowded (Masitsa et al, 2004). Figure 4.10 depicts that
most classes‟ ranges from 41 to 60 which indicate classes are overcrowded and most schools
do not adhere to the ratio of 1:35 educator-learner ratio in secondary schools. It is practically
difficult for an educator to make available all the needs of learners in a class if there are
excessive learners. Overcrowded classes basically lead to less or no learner individual
consideration and create a situation in which educators lose their passion for teaching,
confidence and motivation. This break ground to unproductive teaching as well as poor
learner performance which in turn affects educator job performance and job satisfaction. The
state of affair in these schools deserts educators frequently at a possibility of
underachievement (Masitsa et al, 2004). Nonetheless, there are challenges on the ground that
make it impossible to stick to the stipulated ratio like late admissions in schools i.e. in the
beginning of the year as post provisioning model is informed by the preceding academic year
roll.
The school location can also be affected by contextual and settlement factors. The graphs in
figure 4.11 indicate that more educator from rural Rekopantswe AO participated and a lesser
number of educators from township. Regrettably, these institutions are a distance from one
another. Conditions in most rural schools are generally appalling as compared to their counter
parts in the township which are likely to impede the job performance and satisfaction of
educators. These may suggest that there are some kinds of disadvantages related to
benchmarking or certain standards and quality learning and teaching campaign (QLTC)
which DBE advocates.
Most of the educators are teaching across different grades (Table 4.1) which indicate that
they have more than one preparation in a single subject or different subjects. In these
circumstances, there is a necessity to balance between teaching, assessment and immediate
feedback. In contrast, the assessment must be a routine and most likely educators will not
offer suitable image of how learners are progressing. Around a third of these educators have
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their focus on only one grade which either indicates that they teach a single subject in many
classes of that grade or different subject. There is an instance where some educators are
teaching across grades, i.e. from Grade 8 to Grade 12 which may indicates that these
educators are either from small schools, specialising in a particular subject or teaching one
class per grade.
5.3. DISCUSSION OF THE FACTORS AFFECTING JOB PERFORMANCE
Most participants in both quantitative and qualitative phases indicate that their schools are not
well resourced. This suggests that socio-economic standings affect the job performance of
educators in schools. This is supported by Mohlala (2010) who maintains that less resourced
institutions cannot be viable like in affluent schools. Most of the respondents believe that
DBE does not deliver textbooks in time to schools which affect job performance.
In some instances, there is lack of LTSM in schools. The shortage of LTSM as they are
fundamental instructional materials in teaching, lead to low educator-learner morale as well
as lack of commitment (Masitsa, 2004). Insufficient supply of LTSM can direct to poor
results and ultimately low performance. Educators feel that the inadequate LTSM limit their
teaching approaches and hence loose some confidence to do their best. The latter lead to
dissatisfaction and most likely affect their job performance.
Schools are unable to discuss crucial issues with parents or at least get support from parents
to control non-attendance and negligence of schoolwork by learners which most likely lead to
poor performance results at the end of the year. Masitsaet al.(2004) aver that some parents
are too committed to grace with their presence school activities and some who are illiterate
think they cannot contribute to the education of their children. The problem here is that most
of the learners do have some attitude towards their work hence they need constant monitoring
by both educators and parents. Most parents do not monitor their children„s work which
suggest that there is lack of parental support on their children‟s education.
This is in contrast with Steyn (2003) who maintains that parents are potentially powerful
educational partners in the society. It suggests that learners who are usually supported by
their parents perform better in their school work which guarantees good performance. It
further suggests that parents must have interest in the education of their children. They need
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support if they encounter challenges with parents as a result making a provision for Maslow‟s
need for safety and trust. These challenges are most likely to affect educators‟ job
performance. Hence, educators would not be capable to make every effort to full recognition
of their potential as depicted by Hierarchy of needs in figure 2.2 for self-actualisation.
The changing education system gave most educators uncertainties regarding the assessments.
Educators are generally not happy with the assessment and promotions criteria. Learners do
not perform well in ANA and tests from DBE which reflect some poor performances in
grade. The required familiarisation on evaluation were clearly not achieved for learners who
encounter diverse sorts of learning defects.
Recently, the DBE was battling with teacher unions on the relevance of ANA which was
supposed to be a diagnostic tool when it was advocated. This issue of ANA leaves
educators very dissatisfied due to the poor performance of learners. According to
Expectancy theory in figure 2.1, educators attached value to some expectation in
this ANA. Educators viewed that ANA has no value as it did not improve their job
performance as it was expected.
The DBE introduced ANA as a policy to yearly monitor the improvement of learner
accomplishment in Literacy and Numeracy. ANA is another element that outlines the base of
DBE‟s Action Plan to 2014: Towards the Realisation of Schooling 2025. Its objective on
literacy and numeracy is that prosperous schooling and beyond, needs competence in
languages and mathematics. The assessment is done in all eleven languages but in two
learning and teaching languages in Intermediate and Senior phases. The required
acclimatisation are implemented for learners who encounter diverse sorts of learning defects
to make sure that every single learner get the chance to make it clear of what they understand
and can achieve in the evaluation. From 2012, the assessment incorporated all learners in
grade 1-6 and grade 9 and was conducted in the third term of each academic year
(Motshekga, 2011). In 2014, DBE conducted assessment trial in grade 7 and 8. From the
results of the 2014 pilot, the ruling was made to assess grade 7 and 8 in 2015 academic year
due to their poor performance.
Educators have a view that older learners should not be placed in the same classes as the
normal age cohort learners which contrasts ELRC (2003) which indicate that it is acceptable
to have aged learners in schools or classes with young learners in the same class or grade.
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ELRC (2003) further advocates that multiple grade repeaters and older learners than the
expected age cohort be placed in the same class irrespective of age (ELRC, 2003). Some of
these older learners are more likely to retard educator‟s performance in his/her subject. Van
der Merwe (2009:18) posits that the advocacy of ELRC (2003) breed variety of conduct
problems such as maltreatment, blackmailing and other forms of indignities in the school
yard, hence leading to increased educator workloads and unappealing performance.
Educators argue that schools have to be safe and secure environment where educators can
freely teach, interact and work without any fear, impediments and/or distractions. Prinsloo
(2005) maintains that schools have to be free of violence, intimidation, dishonour, mockery
and harassment. Educators clearly indicated that they are not safe and secure to teach even
after hours when they try pushing syllabi or covering the lost time due to workshops or
meetings. These challenges affect their performance in the sense that sometimes
examinations start before they complete the syllabi which lead to poor job performance.
This insecure and unsafe environment is in most instances caused by learners who are drug
addicts. NEPA champions that educators must not feel threatened by learners rather create
positive atmosphere in taking care of learners with drug addiction. ELRC (2003) has made
the restraining order of indiscriminate ransacking of learners which exacerbated the dilemma
where most educators are deeply upset when troubled by high learners. Safety and security
matter really make educators job performance threatened.
One of the crucial factors that define the success of the school is discipline. Preservation of
good command within a school would help in generating operational team spirit as well as
support through all role players in teaching and learning. Tactics to discipline are frequently
constructed on an individual‟s views of what incorporates “good behaviour” and a number of
expectations relating to peoples as well as how they are supposed to behave (Van Wyk,
2001:195). Almost all participants in both quantitative and qualitative phases indicate that
there is serious challenge of learner disciplined in their schools. However, participants are
dissatisfied with the abolishment of corporal punishment which is prohibited by policy as
stipulated in SASA (1996). Although there are excellent policies to deal with discipline,
participants indicate that it is very difficult to implement and handle these learners because
they are so wayward.
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One of the most de-satisfying factors in classroom levels is the challenges in learner
discipline (Schulze & Steyn, 2003). Participants are concerned about the frequency and level
of disruptive behaviour, cheekiness, disorderly conduct, laziness, uncooperativeness, and
verbal abuse of learners which are most important aspects of learner control. Consequently,
educators are unable to identify the learner strengths as well as weaknesses or even to help
them were there is a need in their subjects. These participants believe that lack learner control
and discipline detrimentally affect their job satisfaction. Lack of learner discipline and
violence are linked with no safety and security in schools (table 4.3 & 4.7).
An average classroom is entitled to have35 learners which specify that whichever classroom
with more than 40 learners is actually overcrowded (Masitsa et al., 2004). Figure 4.10 depicts
that most classes‟ ranges from 41 to 60 which indicate classes are overcrowded and most
schools do not adhere to the ratio of 1:35 educator-learner ratio in secondary schools. It is
practically difficult for an educator to make available all the needs of learners in a class if
there are excessive learners.
Overcrowded classes basically lead to less or no learner individual consideration and create a
situation in which educators lose their passion for teaching, confidence and motivation. This
break ground to unproductive teaching as well as poor learner performance which in turn
affects educator job performance. The state of affair in these schools deserts educators
frequently at a possibility of underachievement (Masitsa et al., 2004).
Most of the educators teach across different grades (Table 4.1) which indicate that they have
more than one preparation in a single subject or different subjects. In these circumstances,
there is a necessity to balance between teaching, assessment and immediate feedback. In
contrast, the assessment must be a routine and most likely educators will not offer suitable
image of how learners are progressing. These challenges are likely to affect the educators‟
job performance in some the classes he/she teaches because some classes may get more
attention than others.
Around a third of these educators have their focus on only one grade which either indicates
that they teach a single subject in many classes of that grade or different subject. These
suggest that some respondents either get better subject allocation in which the some
interviewees said they are treated equally by their schools‟ management. There is an instance
89
where some educators are teaching across grades, i.e. from Grade 8 to Grade 12 which may
indicates that these educators are either from small schools, specialising in a particular
subject or teaching one class per grade and is most likely affect job performance.
Conditions in most rural schools are generally appalling as compared to their counter parts in
the township which are likely to impede the job performance educators. The school location
can be affected by contextual and settlement factors. Although, the graphs in figure 4.11
indicate that more educator from rural the Rekopantswe AO participated and a lesser number
of educators from township there is challenges in teaching some of these rural schools.
Regrettably, these institutions are a distance from one another. These may suggest that there
are some kinds of disadvantages related to benchmarking or certain standards and quality
learning and teaching campaign (QLTC) which DBE advocates.
There are a number of temporary educators in this AO. Table 4.6 shows that around a quarter
of the respondents were not permanent. This finding suggeststhat teaching and learning in
these schools cannot be testified as stable and therefore that is likely to affect educators‟ job
performance adversely. This is supported by Herzberg‟ hygiene factors in figure 2.3 of salary
and job security. These educators are likely to be de-motivated because they are uncertain
about their future in teaching fraternity. Some participants in the interviews indicated
temporary educators appear to be unstable in their jobs since their contracts are renewed on
quarterly basis and they do not more effort teaching. These contracts are most likely to affect
the educators‟ performance.
Erasmus et al. (2005) mention that there are several opportunities which can influence job
performance of an employee career advancement in an institution. Educators from selected
schools expressed a slight assurance in the views of promotion in teaching fraternity.
Educators in selected schools of Rekopantswe AO maintain that one of the major factors
affecting job performance is corruption in promotions. Educators believe that some
promotional posts are offered to educators through illegal transactions due to association with
unions or SGB. This brings about much tension in the working environment and this affects
job performance maximally.
They indicate that there will be a lot of insubordinations and passive resistance due to the
bitterness in a school by educators. Participants indicate that some seniors allegedly got
memoranda before their interviews and these seniors are in most instances lack competence
90
in the subjects they are supervising or the department they are supposed to manage. These
suggest that corruption compromise job performance of educators.
Less significant factors that affect educators‟ job performance in selected Rekopantswe AO
schools which were not discussed above are congested work schedule, too much
administration and poor time management.
5.4. DISCUSSION OF THE FACTORS AFFECTING JOB SATISFACTION
Educator salaries have been an issue lately due to the high cost of living and rising fuel prices
(Mohlala, 2015). Participants are dissatisfied with their remuneration packages such as salary
and fringe benefits. Participants argue that the department must re-structure their
remuneration or introduce the market-related remuneration. They strongly argue that they are
with the low salaries which do not match their experience and qualifications. They further
maintain that when educators go little extra mile maybe teaching after hours or
during weekends, they deserve to be given some incentives. The department of
education look over and made an enticing salary packages of new entrants in the teaching
fraternity whereas the serving educators‟ salary packages were not addressed by the same
token (Balt, 2005:1) and that closed the gap between the two pockets of educators. The
department of education further presented career-pathing by effecting Occupation Specific
Dispensation in 2008. This made it possible that subordinates salaried more than their seniors
or supervisors i.e. post level 1 senior or master educator earning more than post level 2
(departmental head) and/or in some instances post level 3 who are deputy principals. Payscale
(2011a-b:1) indicates that there is no discrepancy between salaries of primary and secondary
school educators of which there is a vast difference between the needs, demands and
requirements of the two phases. In contrast, it is mentioned in 1.1. that secondary school
teaching is one of the ten irksome jobs as compared to “rudimentary competencies in reading,
writing and arithmetic” done by educators in primary schools (Fleisch, 2008:68).
According to Herzberg‟s two factor theory, financial packages are not motivators
but rather hygiene factors. Hygiene factors need to be satisfied so that educators can
be motivated. Therefore, an educator cannot perform if he/she is dissatisfied with
what the employer offers. Shulze and Steyn (2003) maintain that educator
experience job satisfactions when hygiene factors like finances are satisfied and
hence he/she will be motivated to perform to his/her best ability. “Incentives also
are going to uplift the morale of the teacher and the teacher will be able to perform
91
and the teacher will do that his or her job with passion” (PL 1).The fringe benefits
refers to bonuses, housing subsidy, medical aid subsidy, retirement income and
kinds of leave like sick, examination, maternity/paternity leaves etc. In accordance
with Herzberg fringe benefits are maintenance factors and individuals are not
satisfied if they are unavailable, nonetheless their presence assets nothing in
relations to attain tangible motivation for educators to perform their job.
In contrast according to Maslow, financial factors like salary can stimulate an
educator to be exceedingly motivated only until to some extent. Inadequate salaries
(table 4.8) could discourage young peoples from following teaching career as that
unintentionally means less fulfilment of basic needs in accordance with what Maslow‟s
hierarchy of needs advocates.
The transformation in political direction of this country has not yet satisfactorily addressed
the unavailability of resources and facilities in most of „black‟ schools (Masitsa, 2004).
Educators in selected Rekopantswe AO schools argue that they do not have satisfactory
infrastructure such as classroom, sanitation, library, laboratory, etc. Although, these are SGB
duties as indicated in ELRC (2003) there is still a serious backlog. Most the schools are
inherited from the apartheid regime and some are even dilapidated with leaking roofs and
falling ceilings or no ceiling at all. This unhealthy school climate leads to a lot of
dissatisfaction.
Studies by Cohen and Pickeral (2007) and Najaka, Gottfrdson and Wilson (2002) indicate
that conducive school climate and school culture are significant features that can be
connected to efficient risk precaution and promotion of teaching and learning. Berkowitz and
Bier (2005) found that efficient risk prevention strategies are certainly related to secure and
considerate school climate and school culture. The National and Provincial departments of
education in South Africa did put a handful of documents in place, which try to address
destructiveness in schools by setting up a favourable school climate and culture. They
maintain that the school culture has an impact on educator efficiency, performance,
professional growth, management systems and traditions. Cavanagh and Delhar (2001)
concur that aspects like combined efforts, professional growth and good management systems
lead to an excellent school, which are likely to lead to good educator job performance and job
satisfaction.
92
Principals are given an undertaking by the department of education to offer leadership
in schools in which deputy principals take charge if they are absent from schools
whereas departmental heads manage different subjects (DoE, 1998). School principal
have to be a visionary leader, taking up flexibility, concentrating on innovation as well
as diversity, educator empowerment as well as sharing decision-making. Participants
view that these attributes are not evident in their different institutions and hence they
are not satisfied. These participants have a perception that the leadership is
incompetent and wrongly chosen to lead their schools.
The quantitative data in table 4.8 confirm the qualitative findings of this study.
Participants said that they are dissatisfied with dictatorial kind of leadership in their
schools. They said that education is collaborative action but they are discontent about
the way the management run schools. They allege that management impose binding
instructions on them irrespective of the circumstances. They indicate that their SMT‟s
sometimes exploited their authority or demonstrate inappropriate diplomacy when they
address concerns and these impede the job satisfaction of educators.
The respondents are concerned that this kind of leadership drops educator motivation
and satisfaction. They indicated that these make the life educators very sour and they
get so dissatisfied in their work place. They indicated that situation create disharmony
as well as stress to colleagues. Consequently, the relationships amongst colleagues
undergo a slow death. Respondents argue that poor educator relationship in schools
lead to gross insubordination and the neglecting work by educators. In contrast,
respondents contend that when there is good relationship and educators highly satisfied
they perform excellently. Participants are unhappy about the channels of communication in
their respective schools. These are in conflict with figure 2.4 on effects of organisational
communication.
A study conducted from some secondary schools in a township point out that some principals
do not have an extensive array of management skills. Their powers to act have been
windswept by more powers of the unions including rights as well as learner freedoms in
schools (Legotlo et al, 2002). These challenges are most likely to affect the educator job
satisfaction.
Educators are not prepared to cope with such state of affairs whilst NEPA champions the
reassuring atmosphere in taking care of learners with drug addiction. ELRC (2003) has made
93
the restraining order of indiscriminate ransacking of learners which exacerbated the dilemma
where most educators are deeply upset when troubled by high learners. Roper (2007:15)
posits that the job satisfaction and performance of educators is highly undermined because
they are not skilled to handle these kinds of circumstances and therefore respond this
atmosphere with delusion.
Most participants (84) indicate that their schools are not well resourced. Socio-economic
standings affect the job performance and job satisfaction of educators in schools. Mohlala
(2010) maintain that less resourced institutions cannot be viable like affluent schools. A fair
number of 68 respondents believe that DBE do not deliver textbooks in time to schools which
supports that LTSM is not supplied as expected in schools.
A highest number of 113 respondents indicate that parents do not monitor their children„s
work which suggest that there is lack of parental support. The second highest concern of 110
respondents is that learners do not perform well in ANA and tests from DBE of which
suggest that there is general poor performance in ANA and DBE tests within selected
schools. A fair number of 68 respondents do not agree that older learners can be placed in the
same classes as the normal age cohort learners which are in contrast with Van der Merwe
(2009). About 76 respondents believe that they are not safe and secure to teach even after
hours which contradict what NEPA advocates. At least 82 respondents are not happy with the
assessment and promotions criteria.
A maximum of 91 respondents agree that their schools do not have satisfactory infrastructure
such as classroom, sanitation, library, laboratory, etc. which suggest that there is poor
working conditions in their different schools. A huge number (108) of respondents share the
same sentiments that there are an unacceptable number of learners in all classes which
suggest that their schools do not adhere to 1:35 educator-learner policy and hence
overcrowding. The large number of 110 respondents indicates that learners are ill-disciplined
in their schools. Out of 132 participants, 101 of them are dissatisfied with their remuneration
packages such as salary, medical aid and housing subsidies. However, 87 respondents are
dissatisfied with the abolishment of corporal punishment which suggests that they have a
problem in disciplining learners. Lastly, 76 respondents agree that their schools have
inappropriate safety and security measures.
94
5.5. THE RELATIONSHIP BETWEEN JOB PERFORMANCE AND JOB
SATISFACTION
From the findings in this study, it appears that educators who actively aspire to perform
further than the expectations of the department do so centred on the satisfaction they get from
objective success as well as recognition. This suggests that there is a relationship between job
performance and job satisfaction of educators in selected schools and hence it is the
department‟s choice to directly involve educators in confirming their job satisfaction.
The null hypothesis tested (refer to appendix E) is that there is an association between job
performance and job satisfaction. The correlation coefficient is between -1 and 1 i.e. all
values between -1 and 1 show that there is some significance. All the flagged values are an
indication that there is evidence of relationship between these variables using Pearson‟s
correlation. On the other hand, all participants interviewed agree that there is a relationship
between job performance and job satisfaction e.g. one participant said „if a teacher is not
satisfied at the workplace, definitely that is going to affect his performance. I mean job
satisfaction affects job performance‟. Educators emphasise that one need to be satisfied in
order for him/her to perform excellently.
They further argue that lack of satisfaction in one‟s job results in demotivation which affects
performance. This agrees with Spector (2008) who maintains that there is a two-way link
connecting job performance and job satisfaction. It means that satisfaction may usher
improved job performance and performance may show the way to job satisfaction. However,
the analyses in table 4.6 show that there is no evidence that job performance and job
satisfaction are not related. The results show a mixture of relationships between variables,
some being significant and others are not as strong. Jinyevu (2013:82)‟s findings support the
results above. He maintains that “not only a positive correlation between job satisfaction
dimensions and employees performance, but also positive influence of job satisfaction thus
satisfied employees are highly motivated, have higher job morale and perform better than
those who are dissatisfied”. According to expectancy theory, if rewards are connected to job
performance, outstanding performers tend to be more satisfied since they are rewarded at
advanced levels. In fact, if job performance is properly rewarded then job satisfaction will
result positively.
It appears that participants have a blur understanding of the two constructs of job
performance and job satisfaction. It is from the fact that there were some factors which
95
appeared in both constructs given by interviewees. The factors which were indicated on both
sides are remuneration, lack of support, learner discipline, overcrowding and overload as well
as management/leadership style.
5.6. SUMMARY
The discussions of findings of the study are presented in this chapter. It revolves around the
issues related to main questions, literature review and findings in chapter 4. The chapter
presents the conclusions and recommendations to the study.
96
CHAPTER 6: CONCLUSSIONS AND RECOMMENDATIONS
6.1. INTRODUCTION
This study focused on the factors affecting educators‟ job performance and job satisfaction in
selected Rekopantswe AO secondary schools. This chapter presents the conclusions of the
study made on the basis of the findings. The chapter also makes recommendations grounded
on the study findings.The conclusions are made following the same order as the research sub-
questions which are used as sub-headings.
6.2. ANSWERING RESEARCH QUESTIONS
6.2.1. What factors affect the job performance of educators in the selected schools?
To address this question, data were collected through the use of both quantitative and
qualitative methods. In response to this question, findings suggest that several factors affect
educators‟ job performance. The findings from both quantitative and qualitative sets of data
indicate that schools are not well resourced. This inadequacy of resources affects the job
performance of educators as they are not able to achieve their outcomes. Findings from the
interviews suggested that most educators associate job performance with outcomes. Equally
affecting outcomes in this regard is the shortage of LTSM as seen in table 4.3. This is
supported by Mohlala (2010) who maintains that less resourced institutions cannot be viable
like in affluent schools. Most of the respondents believe that DBE does not deliver textbooks
in time to schools and the absence of which affects the extent to which they do their jobs.
The lack of support from parents was identified as a significant factor affecting educators‟ job
performance. This is because educators are unable to discuss crucial issues with parents or at
least get support from parents to control non-attendance and negligence of schoolwork by
learners which most likely lead to poor performance results at the end of the year. Masitsaet
al.(2004) aver that some parents are too committed to grace with their presence school
activities and some who are illiterate think they cannot contribute to the education of their
children. Most parents do not monitor their children„s work which suggest that there is lack
of parental support on their children‟s education.
Steyn (2003) maintains that parents are potentially powerful educational partners in society,
suggesting that learners who are supported by their parents usually perform better in their
97
school work which guarantees good job performance of educators. Educators need support if
they encounter challenges with parents who do not assist their children with school work and
wayward behaviour. These challenges are most likely to affect educators‟ job performance.
Hence, educators would not be capable to make every effort to full recognition of their
potential.
The changing assessment and promotion criteria gave most educators doubts regarding the
assessments. The typical example is national assessment circular No. 8 of 2014.That circular
made many undeserving learners to proceed to next grade. The guidelines given to principals
in accordance with that circular, was that the difference between final mark of 2014 and the
average mark of 2011 to 2013 must not exceed 5% otherwise adjustments must be done to
curb the difference. The issue brought so much dissatisfaction to educators which in fact
were challenging the integrity of their job performance.
Educators were of the view that learners fared badly in the ANA tests. Educators are
generally not happy with the assessment of ANA in which most learners perform poorly as
depicted in table 4.3. ANA is written in term 3 including syllabi of term 4 and problem is that
educators appear to be performing poorly due to the fact that some the topics were not
covered. The required familiarisation on evaluation were clearly not achieved for learners
who encounter diverse sorts of learning defects since ANA question papers are very long.
Educators felt that a bad picture of their job performance is painted on them since learners
perform poorly.
Recently, DBE was battling with teacher unions on the relevance of ANA which was
supposed to be a diagnostic tool when it was advocated. This issue of ANA leaves
educators very dissatisfied due to the poor performance of learners. Educators
viewed that ANA has no value as it did not improve their job performance as it was
expected to be a diagnostic tool
Educators have a view that older learners should not be placed in the same classes as the
normal age cohort learners which contrasts with the ELRC (2003) which indicate that it is
acceptable to have aged learners in schools or classes with young learners in the same class or
grade. ELRC (2003) further advocates that multiple grade repeaters and older learners than
the expected age cohort be placed in the same class irrespective of age (ELRC, 2003). Some
98
of these older learners are more likely to retard educator‟s performance in his/her subject
because in most instances they are inactive in class. Van der Merwe (2009:18) posits that the
advocacy of ELRC (2003) breed variety of conduct problems such as maltreatment,
blackmailing and other forms of indignities in the school yard, hence leading to increased
educator workloads and unappealing performance.
Educators argue that schools have to be safe and secure environment where educators can
freely teach, interact and work without any fear, impediments and/or distractions. Prinsloo
(2005) maintains that schools have to be free of violence, intimidation, dishonour, mockery
and harassment. However, the findings suggest that educators are not safe and secure to teach
even after hours when they try pushing syllabi or covering the lost time due to workshops or
meetings. These challenges affect their performance in the sense that sometimes
examinations start before they complete the syllabi which lead to poor job performance.
This insecure and unsafe environment is in most instances caused by learners who are drug
addicts. NEPA champions that educators must not feel threatened by learners rather create
positive atmosphere in taking care of learners with drug addiction. The ELRC (2003) has
made the restraining order of indiscriminate ransacking of learners which exacerbated the
dilemma where most educators are deeply upset when troubled by high learners. Safety and
security matter really make educators job performance threatened which links to one of
Maslow„s basic needs i.e. safety.
Overcrowding was also mentioned as another factor affecting educators‟ job performance. An
average classroom is entitled for 35 learners which specify that whichever classroom with
more than 40 learners is actually overcrowded (Masitsaet al., 2004). Figure 4.10 depicts that
most classes‟ ranges from 41 to 60 which indicate classes are overcrowded and most schools
do not adhere to the ratio of 1:35 educator-learner ratio in secondary schools. It is practically
difficult for an educator to make available all the needs of learners in a class if there are
excessive learners.
Overcrowded classes basically lead to less or no learner individual consideration and create a
situation in which educators lose their passion for teaching, confidence and motivation. This
break ground to unproductive teaching as well as poor learner performance which in turn
affects educator job performance. The state of affair in these schools deserts educators
frequently at a possibility of underachievement (Masitsaet al., 2004).
99
Most of the educatorsteach across different grades as depicted in table 4.1.This indicates that
they have more than one preparation in a single subject or different subjects which suggest
possible overload. In these circumstances, there is a necessity to balance between teaching,
assessment and immediate feedback. In contrast, the assessment must be a routine and most
likely educators will not offer suitable image of how learners are progressing which educators
may not be able to carry out if they are overloaded. These challenges are likely to affect the
educators‟ job performance in some the classes he/she teaches because some classes may get
more attention than others.
Around a third of these educators have their focus on only one grade, which either indicates
that they teach a single subject in many classes of that grade or different subject. These
suggest that some respondents either get better subject allocation in which the some
interviewees said they are treated equally by their schools‟ management. There is an instance
where some educators are teaching across grades, i.e. from Grade 8 to Grade 12 which may
indicates possibility of these educators being either in small schools, specialising in a
particular subject or teaching one class per grade and this is most likely to affect job
performance.
Conditions in most rural schools are generally appalling as compared to their counter-parts in
the township which are likely to impede the job performance educators. The school location
can be affected by contextual and settlement factors. Although, the graphs in figure 4.11
indicate that more educator from rural Rekopantswe AO participated and a lesser number of
educators from township there is challenges in teaching some of these rural schools.
Regrettably, these institutions are a distance from one another. These may suggest that there
are some kinds of disadvantages related to benchmarking or certain standards and quality
learning and teaching campaign (QLTC) which DBE advocates.
There is also a significant number of temporary educators in this AO. This finding suggests
that more than a quarter of respondents are not permanent which means teaching and learning
in these schools cannot be testified as stable and therefore that is likely to affect educators‟
job performance adversely. This is supported by Herzberg‟ hygiene factors in figure 2.3 of
salary and job security. These educators are likely to be de-motivated because they are
uncertain about their future in teaching fraternity. Some of participants in the interviews
indicated temporary educators appear to be unstable in their jobs since their contracts are
100
renewed on quarterly basis and they do not put more effort in their jobs. These contracts are
most likely to affect the educators‟ performance.
Educators from selected schools expressed a slight assurance in the views of promotion in
teaching fraternity. These suggest that corruption compromise job performance of educators.
Educators in selected schools of Rekopantswe AO maintain that one of the major factors
affecting job performance is corruption in promotions. Educators believe that some
promotional posts are offered to educators through illegal transactions due to association with
unions or SGB. This brings about much tension in the working environment and this affects
job performance maximally.
They indicate that there will be a lot of insubordinations and passive resistance due to the
bitterness in a school by educators. Participants indicate that some seniors allegedly got
memoranda before their interviews and these seniors are in most instances lack competence
in the subjects they are supervising or the department they are supposed to manage. These
suggest that corruption compromise job performance of educators.
Less significant factors that affect educators‟ job performance in selected Rekopantswe AO
schools are congested work schedule, too much administration and poor time management .
6.2.2. What factors affect the job satisfaction of educators in the selected schools?
Participants are dissatisfied with their remuneration packages such as salary and fringe
benefits. Participants argue that the department must re-structure their remuneration or
introduce the market-related remuneration. They strongly argue that they are with the low
salaries which do not match with their experience and qualifications. They further maintain
that when educators go little extra mile maybe teaching after hours or during
weekends, they deserve to be given some incentives which will basically boast their
importance. Educator salaries have been an issue lately due to the high cost of living and
rising fuel prices (Mohlala, 2015).
According to Herzberg‟s two factor theory, financial packages are not motivators
but rather hygiene factors. Hygiene factors need to be satisfied so that educators can
be motivated. Therefore, an educator cannot perform if he/she is dissatisfied with
what the employer offers. Shulze and Steyn (2003) maintain that educator
experience job satisfactions when hygiene factors like finances are satisfied and
101
hence he/she will be motivated to perform to his/her best ability. The fringe benefits
refers to bonuses, housing subsidy, medical aid subsidy, retirement income and
kinds of leave like sick, examination, maternity/paternity leaves etc. In accordance
with Herzberg fringe benefits are maintenance factors and individuals are not
satisfied if they are unavailable, nonetheless their presence assets nothing in
relations to attain tangible motivation for educators to perform their job.
In contrast according to Maslow, financial factors like salary can stimulate an
educator to be exceedingly motivated but only until to some extent. Inadequate
salaries (table 4.8) could discourage young peoples from following teaching career as that
unintentionally means less fulfilment of basic needs in accordance with what Maslow‟s
hierarchy of needs advocates.Further than that, other self-actualisation as well as
motivational aims such as status, recognition and more responsibility which are
intrinsic remuneration may be essential to keep an educator satisfied in his/her work
place in adding to extrinsic remuneration. Nonetheless, more intrinsic satisfaction
could also result from learner performance related issues.
The transformation in political direction of this country has not yet satisfactorily addressed
the unavailability of resources and facilities in most of „black‟ schools (Masitsa, 2004).
Educators in selected Rekopantswe AO schools argue that they do not have satisfactory
infrastructure such as classroom, sanitation, library, laboratory, etc. Although, these are SGB
duties as indicated in ELRC (2003) there is still a serious backlog whose absence affect
educators‟ satisfaction levels. Most of the schools are inherited from the apartheid regime and
some are even dilapidated with leaking roofs and falling ceilings or no ceiling at all. This
unhealthy school climate leads to a lot of dissatisfaction.
Tactics to discipline are frequently constructed on an individual‟s views of what incorporates
“good behaviour” and a number of expectations relating to peoples as well as how they are
supposed to behave (Van Wyk, 2001:195). Almost all participants in both quantitative and
qualitative phases indicate that there is serious challenge of learner disciplined in their
schools. However, participants are dissatisfied with the abolishment of corporal punishment
which is prohibited by policy as stipulated in SASA (1996). Although there are excellent
policies to deal with discipline, participants indicate that it is very difficult to implement and
102
handle these learners because they are so wayward.Educators become so frustrated and
dissatisfied when they are unable to discipline learners.
One of the most de-satisfying factors in classroom levels is the challenges in learner
discipline (Schulze & Steyn, 2003). Participants are concerned about the frequency and level
of disruptive behaviour, cheekiness, disorderly conduct, laziness, uncooperativeness, and
verbal abuse of learners which are most important aspects of learner control. Consequently,
educators are unable to identify the learner strengths as well as weaknesses or even to help
them were there is a need in their subjects. These participants believe that lack of learner
control and discipline detrimentally affects their job satisfaction. Lack of learner discipline
and violence are linked with no safety and security in schools (table 4.3 & 4.7).
Principals are given an undertaking by the department of education to offer leadership
in schools in which deputy principals take charge if they are absent from schools
whereas departmental heads manage different subjects (DoE, 1998). A school principal
have to be a visionary leader, taking up flexibility, concentrating on innovation as well
as diversity, educator empowerment as well as sharing decision-making. Participants
view that these attributes are not evident in their different institutions and hence they
are not satisfied. These participants have a perception that the leadership is
incompetent and wrongly chosen to lead their schools.
The quantitative data in table 4.8 confirm the qualitative findings of this study.
Participants said that they are dissatisfied with dictatorial kind of leadership in their
schools. They said that education is collaborative action but they are discontent about
the way the management run schools. They allege that management impose binding
instructions on them irrespective of the circumstances. They indicate that their SMT‟s
sometimes exploited their authority or demonstrate inappropriate diplomacy when they
address concerns and these impede the job satisfaction of educators.
The respondents are concerned that this kind of leadership drops educator motivation
and satisfaction. They indicated that these make the life educators very sour and they
get so dissatisfied in their work place. They indicated that situation create disharmony
as well as stress to colleagues. Consequently, the relationships amongst colleagues
undergo a slow death. Respondents argue that poor educator relationship in schools
103
lead to gross insubordination and the neglecting work by educators. In contrast,
respondents contend that when there is good relationship and educators highly satisfied
they perform excellently. Participants are unhappy about the channels of communication in
their respective schools. These are in conflict with figure 2.4 on effects of organisational
communication.
6.2.3. Is there a relationship between educator‟s job performance and job satisfaction?
Participants maintain that job performance and job satisfaction complement each other as
supported by Evans (2001) who maintains that there is an inextricable relationship between
job performance and job satisfaction. Participants indicated that satisfied educators are most
likely to take part in activities that improve competence and thus intensify job performance of
educators. On the other hand, participants believe that satisfied educators are more positively
motivated to make certain their schools‟ perform better and further the interests of their
department than dis-satisfied educators.
The results of this study are in track with some preceding research signifying the relationship
between job performance and job satisfaction. Conversely, the argument about the
relationship between job performance and job satisfaction has been there for some decades. It
is marked that the two constructs are narrowly interrelated and are openly proportional to
each other. Petit et al. in Kamstra (2005) point out that job performance sources job
satisfaction and Ermakova (2010) aver that job satisfaction sources job performance.
6.3. RECOMMENDATIONS
6.3.1. Recommendations for policy makers and SMTs
The way in which some policies are affected has been distinguished to influence negatively
on the job performance and job satisfaction of educators in this study. This section outlines
the recommendations to policy planners as well as SMTs and can positively impact on job
performance and job satisfaction of educators through proper implementation in the policy
changes. Through realistic channels, the outcomes of this study recommend actions to
embark on in schools to address the educators‟ challenges.
It is critical for DBE to afford schools with resources they require for efficient teaching and
learning. The preservation of infrastructure in schools is one of the sole entitlements of the
SGB (DoE, 1996). Conversely, due to financial restrictions, ignorance and unawareness, the
104
functionality of SGBs deter schools to have adequate resources as a result educator‟s job
performances are negatively affected. The DBE needs to necessitate systematic capacity
building workshops to enhance the functionality of SGBs. The main focus area should be on
financial and school buildings management, selection process of SMT members as well as
other related matters for better functionality of the SGBs.Although schools are given Section
21, the state should further assist underprivileged schools to pay for some services like
electricity, sanitation as well as water bills.
The national treasury and the DBE should look into the overview of market-related
remuneration packages to attract new educators hence addressing poor salaries and most
probably shortage of educators. Educators with higher term of service and qualifications
should be salaried deservedly. All educators who are prepared to go an extra mile during
weekends/holidays or even doing extra-curricular activities like sports must be given some
incentives by either the SGB or DBE to elevate their job satisfaction.
Learners are the sole purpose of the existence of the learning institutions. Older learners must
not be allowed general admissions with normal age cohort as it is done recently and that
policy should be amended to cater for the latter. Learners who have some learning challenges
or special needs and multiple repeaters with behavioural challenges should be placed in
relevant learning institutions like adult basic education and training (ABET) centres, special
schools or even FET colleges.
Educators have criticised the changing education systems like OBE, NCS, RNCS and CAPS
due to minimal empowerment workshops offered by DBE. The statements and disagreements
between DBE and educator unions of poor ANA outcomes (Motshega, 2011 & ANA circular
No. 04 of 2015) mirror the outcomes of grade 12 and endorse the logical fiasco of
CAPS.DBE need to have a budget to make extensive training workshops to capacitate
educators on the implementation of CAPS as the current curriculum.
Educators believe that their workloads are heavier and the anticipations of the DBE are
unrealistic. This basically pulls down the levels of job performance and job satisfaction of
educators. This study suggests that the DBE should make a compulsory action with the
approved upon 1:35 educator-learner ratios in secondary schools. The DBE needs to address
the matter of educators‟ various roles.A venture is required to have services like school
counselling and guidance, sports trainers and even school library services.
105
Teaching is being interested in the conduction of SKAV i.e. skills, knowledge, attitudes as
well as values from educators to learners. Educators need support from all stakeholders to
succeed in that endeavour. A harmonious atmosphere grounded on mutual collaboration need
to exist between SMT and educators to expedite a good culture of learning and teaching. Staff
improvement programmes, educators‟ summit, field trips etc. should be strengthened. Related
democratic principles, consent decision-making as well as transparency should be
emphasised so that educators can perform their jobs without any impediments and prejudice.
Nonetheless, community, guardians and parental support is of vital importance as the school
is the pivotal centre of the society. These stakeholders need to be taken on board or
encouraged as partners in the education of their children irrespective of their socio-economic
status or literacy levels. Mindful endeavours to stimulate interpersonal relations will assist to
positively elevate the job performance and job satisfaction of educators.
Principals and their SMTs must have democratic leadership stylesas well as considerably ease
excessive bureaucracy, prompt participation from educators and involve them in decision
making as well as policy making. The above-mentioned are likely to enhance educator
autonomy as well as control in schools hence better job performance and job satisfaction. An
efficient management style should become accustomed to changing desires of educators and
learners in an effort to catch achievement for all involved (Reiger & Stang, 2000). A
democratic leadership nurtures and sustains a school climate and culture in which educators
are inspired and dedicated to their jobs.
Educators have averred their serious concern about safety and security in schools. Schools
have generally become informal targets for delinquents and criminals. Nonetheless, some
criminal actions happen in the night, most schools have become to be the background for
drug dealers during the day. Even anti-social behaviours like learner ill-discipline, violence,
gangterism, bullying, etc. warrant some methods of safety and security to be tightened in our
schools. The adopt-a-cop matter in schools, need to revisited so that there can be effective
policing within the schools campuses. A community-school partnership involving guardians,
parents, community policing forum, ward councillors and even local chiefs should engage to
sustain safety and security in schools which is most likely to drastically reduce learner ill-
discipline.
106
6.3.2. Recommendations for supplementary research
The following areas are recommended for supplementary research:
Factors affecting educator-learner performance in secondary schools.
Effective ways to deal with wayward learners in enhancing job performance.
The relationship between learner discipline and school performance.
The effects of overcrowding and overload in the job performance of educators.
Further awareness into IQMS must be investigated, with a perception to have an
improved model of developing educators.
The relationships between performances pay and job satisfaction.
Factors affecting operational management and job satisfaction of educators.
Job performance and job satisfaction are emotional constructs dealing with the views
human beings have at their workplace. Views are subject to change, the study may be
replicated in which results can be the same or different. These indicate that a
longitudinal research is required to understand further factors affecting educator job
performance and job satisfactionin a broader spectrum like region or province.
6.4. LIMITATIONS
The study is limited to seven secondary schools in which four were rural and three urban in
the Rekopantswe AO respectively. However, the perceptions of primary school educators in
the AO will linger unknown. There are some constraints in these schools especially in terms
of the infrastructure and delivery services. Therefore, the character of schools in
Rekopantswe AO could vary from other areas. Hence the outcomes of this research may not
be automatically relevant to other schools within the province or country.
The survey instrument was only done on the average of the educators in the involved schools.
The interviews were originally intended to be undertaken in all schools which participated in
the survey instrument but there were serious challenge of lack of cooperation. The researcher
did use his associates in some of these schools in the one-to-one interviews but at least
achieved the goal of intended sampling. Furthermore, the research echoed the opinions of
educators from predominantly one race group as the AO is mainly African and Setswana
speaking communities. Hence, the outcomes may not be generalised to other schools hence
the limitations of this study.
107
6.5. CONTRIBUTION OF THE STUDY
Human beings are intricate, and comprehending their demeanours demands an extensive
insight and proficiency. There is a review of literature on job performance and job
satisfaction of educators, which hopefully contributed an explicit understanding and
clarifications of factors affecting job performance and job satisfaction of educators in public
school. From the findings, the researcher was able to identify factors which affect job
performance and job satisfaction of educators and establish whether there is any relationship
between job performance and job satisfaction of educators.
The study provided SMTs with objective findings to identify areas where individual
educators may need specific support in terms of various methods of facilitating learning and
teaching for better job performance and job satisfaction. An opinion was obtained from the
findings about the factors that affect job performance and job satisfaction of educators which
will improve their potential on duty and well-being.
The research added up a factual aspect to some of the issues that need specific scrutiny in the
teaching fraternity. The study also elucidated on levels job satisfaction and job performance
which affects the outputs, confidence, organisational dedication, human relations, wellness as
well as life satisfaction (Spector, 2008:72). The study can therefore serve as diagnostic tool
which may be utilised to inform relevant decision-making in developing and implementing
appropriate interventions to improve teaching and learning in basic education.
6.6. SUMMARY
The purpose of the research was to determine the factors affecting educators‟ job
performance and job satisfaction in selected Rekopantswe AO schools of the North-West
province. The literature study was carried out on relevant theories, outcomes of previous
studies involving similar issues and empirical inquiry tailed. The researcher used a sequential
explanatory strategy i.e. a mixed-methods starting quantitative method followed by
qualitative method. The structured questionnaire i.e. survey instrument was used in the
quantitative phase in which survey instruments 150 were issued but 132 respondents were
positive. The second part, qualitative phase used a phenomenological research in which 10
participants were interviewed from the same schools.
It was found that educators generally have a variety of challenges in different schools. These
factors included lack of support, inadequate remuneration, learner ill-discipline, challenges in
108
learner assessments and promotions, learner age cohort, fraudulent promotional posts,
underachieving learners, lack of safety and security, school location, congested work
schedules, overcrowding and overload as well as poor leadership styles.
It is found that lack of satisfaction in one‟s job results in demotivation which affects job
performance of educators. This agrees with Spector (2008) who maintain that there is a two-
way link connecting job performance and job satisfaction. It means that satisfaction may
usher improved job performance and performance may show the way to job satisfaction.
The study recommended approaches on how to elevate job performance and job satisfaction
to policy makers/planners and SMTs. Most educational management approaches and policies
need to be re-visited. In addition, educators need prospects to exhibit their potential to
succeed in various facets of their jobs.The limitations of this study were also presented in this
chapter.
109
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APPENDIX A
Education Leadership Development Tel: 018 3892500 (Secretary)
Email: [email protected]
Dear Sir/Madam
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
This is to confirm that MrK.G.Pule (Student No: 1254 3853) is a Masters student registered
at the North-West University, Mafikeng Campus. The title of the dissertation is: Factors
affecting educator‟s job performance and job satisfaction in selected Rekopantswe AO
secondary schools.
Permission is hereby kindly requested to enter Rekopantswe Area Office schools to collect
data from the educators. Data collection will be by way of questionnaires and interviews.
Collection of data will occur outside school contact time so as not to interfere with teaching
and assessment processes or office duties. The dates and times of the collections are to be
agreed upon by the principal and all other participants.
Participants will participate voluntarily in the data collection. The identity of the participants
and the school and district will be kept confidential and anonymous. The information
collected therefore cannot and will not be used to evaluate the school in terms of its
performance in comparison with others, because the information collected will not be about
academic results or teachers‟ teaching performance in specific schools.
Should you enquire more information about the project, kindly contact the supervisor for this
project: Professor P. Moorosi online at [email protected]
Herewith permission is kindly requested to perform this research in your school. It would be
appreciated if you would kindly grant written permission to this student. Any assistance
given to the student to perform the research will be appreciated.
Yours sincerely
Prof P du Toit
Director: School for Education Leadership Development (School in which the Masters and PhD
programme is registered)
Mafikeng Campus
The Area Manager
Rekopantswe Area Office
Montshioa
2737
123
The Principal
Batswana Secondary
Montshioa
2737
Dear Sir/Madam
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
This is to confirm that MrK.G.Pule (Student No: 1254 3853) is a Masters student registered at the North-West
University, Mafikeng Campus. The title of the dissertation is: Factors affecting educator‟s job performance and
job satisfaction in selected Rekopantswe AO secondary schools.
Permission is hereby kindly requested to enter your school to collect data from the educators. Data collection
will be by way of questionnaires and interviews.
Collection of data will occur outside school contact time so as not to interfere with teaching and assessment
processes or office duties. The dates and times of the collections are to be agreed upon by the principal and all
other participants.
Participants will participate voluntarily in the data collection. The identity of the participants and the school and
district will be kept confidential and anonymous. The information collected therefore cannot and will not be
used to evaluate the school in terms of its performance in comparison with others, because the information
collected will not be about academic results or teachers‟ teaching performance in specific schools.
Should you enquire more information about the project, kindly contact the supervisor for this project: Professor
P. Moorosi online at [email protected]
Herewith permission is kindly requested to perform this research in your school. It would be appreciated if you
would kindly grant written permission to this student. Any assistance given to the student to perform the
research will be appreciated.
Yours sincerely
Prof P du Toit
Director: School for Education Leadership Development (School in which the Masters and PhD
programme is registered)
Education Leadership Development Tel: 018 3892500 (Secretary) Email: [email protected]
14 August 2015
APPENDIX B
124
ANNEXURE C
Research: Factors affecting educators‟ job performance and job satisfaction in secondary
schools.
Dear Respondent
You are invited to participate in an academic research study conducted by K.Gilbert Pule, a Masters‟ degree
student from the School of Leadership Development at the North West University, Mafikeng Campus.
The purpose of the study is to determine and discuss factors affecting educators’ job performance and job
satisfaction of the selected secondary schools.
Please note the following:
This survey is anonymous and you do not have to indicate your name on the questionnaire.
The answers you provide will be treated as strictly confidential as a result you cannot be identified in person
based on the answers you give.
Your participation in this study is very important to us.
Please answer the questions in the attached questionnaire as completely and as honestly as possible.
The results of the study will be used for academic purposes only and may be published in an academic
journal. Summary of the findings will be availed on request.
For further enquiry please contact my supervisor, Professor Ponts`oMoorosi, on 018 389 2868 or online at
[email protected] if you have any questions or comments regarding the study.
K.G.Pule
Signature
Research conducted by:
Mr. K.G Pule
Cell: +27 84 720 5192
SECTION A
BIOGRAPHICAL DATA
Tick the appropriate box
Gender Male Female
Age 20-30yrs 31-40yrs 41-50yrs 51-60 60 & above
Marital Status Single Married Divorced Widowed
Home Language Setswana English Afrikaans Sesotho Other
Race African White Coloured Indian Other
Nature of Employment Contract Substitute SGB Post Permanent Other
Highest teaching
qualification
Diploma Bachelor‟s degree ACE/PGCE Honours degree Masters
Degree
Current Position Educator Senior Teacher HOD Deputy Principal Principal
Working Experience
(years)
Below 3 3-10 11-15 16-20 Above 20
Grade(s) Teaching 8 9 10 11 12
Average class size Below
31
31-40 41-50 51-60 above 60
School location Urban Township Semi-rural Rural Farm
NB: SGB- School governing body, ACE- Advance certificate in education, PGCE- Post graduate
certificate in education, HOD- Head of department, ANA- Annual national assessment, CAPS-
Curriculum and assessment policy statement, SMT- School management team, DBE- Department of
basic education.
125
SECTION B
ORGANISATIONAL FACTORS
The purpose of this section is to identify organisational factors that affect job performance and job satisfaction of educators. Please tick the appropriate answer in the tick boxes provided. Please complete all statements.
STATEMENTS 1 Strongly disagree
2 Disagree
3 Agree
4 Strongly agree
Job Performance B1. My school has adequate personnel i.e. educators and support staff.
1 2 3 4
B2. My school is well resourced. 1 2 3 4 The DBE is generally quick to deliver textbooks in my school.
1 2 3 4
B3.Learners’ home-works are well monitored by their parents/guardians.
1 2 3 4
B4.Learners perform well in ANA and tests from DBE. 1 2 3 4 B5.Older learners can be placed in same the classes as the normal age cohort learners.
1 2 3 4
B6.Educators are prepared to deal with learner drugs and substance abuse problems in my school
1 2 3 4
B7. I teach in a safe and secure school. 1 2 3 4 B8. The SMT ensures effective and efficient functioning of my school.
1 2 3 4
B9. Educators are happy with the assessment and promotion policies of DBE.
1 2 3 4
B10. Educators are happy with CAPS and workshops offered by DBE.
1 2 3
B11. Educators select suitable teaching techniques to meet specific learning aims.
1 2 3 4
Job Satisfaction B12. My school has excellent infrastructure such as classrooms, sanitation, library, laboratory, etc.
1 2 3 4
B13. My school has an acceptable number of learners in all classes.
1 2 3 4
B14. Learners are well disciplined in my school. 1 2 3 4 B15. Educators make inputs in the formulation of school policies.
1 2 3 4
B16. I am satisfied with my salary. 1 2 3 4 B17. I am pleased with remuneration package such as medical aid and housing subsidies.
1 2 3 4
B18. Learner violence occurs in my school. 1 2 3 4 B19. Learners intimidate some educators within my school.
1 2 3 4
B20. Appropriate policy is used to deal with in- disciplined learners.
1 2 3 4
B21. I am fine with abolishment of corporal punishment. 1 2 3 4 B22. My school has appropriate safety and security measures.
1 2 3 4
B23. SMT inspires and promotes open communication in my school.
1 2 3 4
126
SECTION C
CLASSROOM RELATED FACTORS
The purpose of this section is to identify classroom related factors affecting job performance and satisfaction of educators at your school. Please tick the appropriate answer in the tick boxes provided. Please complete all statements.
STATEMENTS 1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly agree
Job Performance C1. Learners are keen to do their work. 1 2 3 4 C2. I am able to find creative ways to teach learners. 1 2 3 4 C3. Educators are well supported by departmental heads. 1 2 3 4 C4. SMT engage educators in participatory decision-making in my school.
1 2 3 4
C5. Medium of instruction supports learner performance. 1 2 3 4 C6. RCL works closely with educators in my school. 1 2 3 4 C7. Local community and other stakeholders provide good support services to learners in my school.
1 2 3 4
C8. SMT ensures that there is an effective educator-parent partnership.
1 2 3 4
C9. I am overloaded with work in my classes. 1 2 3 4 Job Satisfaction
C10. I carry out several other tasks well in addition to classroom job.
1 2 3 4
C11. The 35:1 learner-educator ratio in secondary school, is adhered to in my school.
1 2 3 4
C12. I am able to cope and work well under pressure. 1 2 3 4 C13. I am fine the schedule and the number of learners in my classes.
1 2 3 4
C14. I am happy with learners’ work and progress. 1 2 3 4 C15. I have a good relationship with my learners. 1 2 3 4 C16. I am fine with the work schedule and the number of learners in my class.
C17. I am satisfied with my work and profession. 1 2 3 4 C18. I am able to balance my professional life with personal life.
1 2 3 4
C19. I am pleased with empowerment during monitoring and evaluation of my work.
1 2 3 4
C20. IQMS helps me develop professionally. 1 2 3 4 C21. There is a good culture of teaching and learning in my school.
1 2 3 4
127
SECTION D
General statements
1. Mention any significant factors which you strongly believe may affect your job
performance:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
2. Mention any significant factors which you strongly believe may affect your job
satisfaction:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. If you wish to participate in the interviews, please write your contact numbers ONLY
below:
_______________________________________________________________________
I THANK YOU IN ANTICIPATION FOR TAKING PART IN THIS EDUCATIONAL
EXCERSICE!!!
128
APPENDIX D
QUALITATIVE PHASE
Interview questions guide
1. How do you understand the educator job performance in your own words?
2. How do you understand the educator job satisfaction in your own words?
3. What are the possible factors which can affect job performance of educators in your
school or even in the neighbouring schools?
4. What can be possible factors that affect job satisfaction of educators in your school or
even in the neighbouring schools?
5. How can job performance of educators be elevated?
6. How can job satisfaction of educators be elevated?
129
APPENDIX E
Correlation table on the relationship between job performance and job satisfaction
130
131
132