Factors Associated with Teachers’ Job Dissatisfaction in Schools in Rural Eastern Cape Province

Mtyuda, Pamela N.; Okeke, C.I.O.

doi:10.1080/0972639x.2016.11886731

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…Many recounted different experiences of ëmiraclesí, which they performed while taking care of their students. These findings confirm the results obtained by Bucknell and Thomas (1996); Muguongo et al (2015); Wambugu and Busienei (2015); Afshar and Doosti (2016), Mtyuda and Okeke (2016) who contended that satisfaction through working with children, forming relationships with them, having the opportunity to contribute to the growth and achievement of young individuals may be common internationally, regardless of the country and context.…”

Section: Forms Of Intrinsic Motivatorssupporting

confidence: 88%

“…This had given rise to general feelings of dissatisfaction and low morale. The lack of respect and recognition of teachers has been the subject of research in many studies (Demirta, 2010;Basaka & Ghoshb, 2011;Song & Alpaslan, 2015;Mtyuda & Okeke, 2016). The respondents concurred that violent behaviour constituted a definite problem among learners in senior secondary schools, and that bullying was a common problem that needed to be addressed.…”

Section: As One Teacher Statesmentioning

confidence: 99%

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Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke

Mtyuda²

2017

Journal of Teacher Education for Sustainability

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Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachersí broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.

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Section: Forms Of Intrinsic Motivatorssupporting

confidence: 88%

Section: As One Teacher Statesmentioning

confidence: 99%

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke

Mtyuda²

2017

Journal of Teacher Education for Sustainability

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“…With regard to operating conditions, Moodley (2013), Du Plessis andMarais (2015) and Mbatha (2016) found that the workload due to work demands at schools remains high. Mtyuda and Okeke (2016) also found dissatisfaction with physical working situations and that inadequate resources for teaching led to increased workloads. This is also consistent with Akpochafo's (2012) findings that having too many learners in a class for the teacher to manage led to excessive workloads and adversely affected teacher job satisfaction.…”

Section: Discussionmentioning

confidence: 96%

Teachers’ job satisfaction at well-performing, historically disadvantaged schools

Matla¹,

Xaba

2019

IJEM

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Purpose The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers. Design/methodology/approach A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned. Findings Teachers at well-performing, historically disadvantaged schools experience ambivalent job satisfaction levels. For this reason, they indicate satisfaction with supervision, co-workers and the nature of work; ambivalence with promotion, contingent rewards and communication; and no satisfaction with pay and operating conditions. Correlations between job satisfaction dimensions are significant. Their correlations indicate relationships that range between moderate and strong. While mostly indicating relationships of no practical effect, most of Herzberg’s hygiene factors are projected as strong moderating factors of job dissatisfaction as seen in relationships between dimensions reflecting hygiene factors and total job satisfaction. Originality/value This study pioneers the discourse on teacher job satisfaction at historically disadvantaged secondary schools, which still experience apartheid legacies: poor socio-economic conditions of their communities in South Africa. Strikingly, they consistently perform well in the National Senior Certificate – the basic education exit point. Lessons for educational management and policy practice can be learnt from these secondary schools, including lessons for underperforming schools’ leadership.

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“…Moreover, the results here are consistent with previous studies. For instance in a related study, Mtyuda and Okeke (2016) found that deplorable work conditions and the difficulty in thoroughly performing their roles and responsibilities almost always push teachers to consider leaving the profession. Working in dilapidated conditions and the inability to enforce rules (as is the case in some reported cases) lowers teachers' morale and significantly impact the level of esteem.…”

Section: Obstacles To Teaching and Learning Goalsmentioning

confidence: 99%

Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

Iwu

Ezeuduji

Iwu³

et al. 2018

Social Sciences

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Abstract:The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? A total of 547 teachers in 23 schools (pre-nursery to senior high schools) in the Ibadan South-West Local Government Area in Oyo state, Nigeria participated in the study. SPSS software version 22 was used for data analysis. Descriptive analysis (mean and standard deviation) was done at the first stage and factor analysis at the second stage. The Kaiser's criterion technique was also applied to determine the factors (components) to be retained for the factor analysis. Only factors with an Eigen value of 1.0 or more were retained for analysis. Kolmogorov-Smirnov's and Shapiro-Wilk's tests of normality were also used to test if the generated components (factors) are normally distributed, and the p-values of less than 0.001 for all the components indicated no normal distribution. Overall, the results suggest that teachers' pay or salary, growth opportunities and responsibilities attached to work are the top three job characteristics variables that contribute to teacher job satisfaction.

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Factors Associated with Teachers’ Job Dissatisfaction in Schools in Rural Eastern Cape Province

Cited by 6 publications

References 12 publications

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Teachers’ job satisfaction at well-performing, historically disadvantaged schools

Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

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