| Summary: | 1. ACTUALITY OF THIS RESEARCH: Sixty-five percent of teachers in secondary schools
under the jurisdiction of the Transvaal Education
Department are female. The professionalism, work
motivation and work satisfaction of female teachers are
often questioned possibly owing to the ostensible
discriminatory conditions of service meted out to female
teachers.
In this research it is postulated (and confirmed by the
literature study) that a distinct set of needs applies
to female teachers. It is important for the leaders in
education, (e.g. headmasters, heads of department) to be
conversant with these special needs which may influence
female teachers' motivation to work. The general aim of
this research can therefore be related to the question:
Which factors influence the female teacher's motivation
to work? Specific aims of this research are inter alia:
to determine - by means of a questionnaire - whether the
female teacher's professional needs and aspirations are
being met in education; to determine the discrepancy (if
any) between the female teacher's needs and the satisfaction
thereof; to identify factors to be remedied.
2. METHOD OF RESEARCH: A questionnaire, based on the study of relevant
literature and encompassing the same needs as those of
the Minnesota Importance Questionnaire was designed, but
with the additional purpose to determine also the extent
to which these needs are being satisfied in education.
Twenty-seven of the 24 7 secondary schools under the
jurisdiction of the Transvaal Education Department were
selected at random and the research sample consisted of
all 806 female teachers attached to these schools.
The empirical data was statistically processed by means
of a CHAID analysis.
3. INTERPRETATION OF EMPIRICAL DATA: Female teachers who participated in this research indicated the need for an amicable relationship with
their pupils as the need which motivated them to harder
work.
The need for compatibility between their role as
mother/homemaker and their role as teacher featured
strongly in the responses. Needs relating to the need
for compatibility of roles, such as the need for a fair
work load, the need for fair working hours (extramural
activities and preparation included) were rated highly.
Extrinsic needs such as salary and security were also
regarded as fairly important.
The empirical data reveals that the female teacher's
social needs are sufficiently satisfied. Extrinsic
needs such as security, fair application of school
policy and reasonable supervision are also satisfied.
Needs which enjoy little or no satisfaction relate to
administrative or policy aspects of education such as
salary, fair evaluation for merit and promotion,
participation in decision-making and the need for a fair
work load.
Female heads of department experienced more work
satisfaction and satisfaction of their needs than
teachers on post level 1. Female teachers in temporary
posts showed a significant lack of motivation. English speaking
teachers were significantly less satisfied with
the application of school policy. Afrikaans-speaking
female teachers' need to achieve and their need for more
authority were significantly less satisfied than those
of their English-speaking counterparts. Married female
teachers were more satisfied with their salaries, but
those with pre-school children experienced less
satisfaction with regard to their extramural involvement
and were more dissatisfied with their work load.
A significant number of female teachers indicated
(unnecessary) administrative work as a demotivating factor.
4. CONCLUSION: Most female teachers are not satisfied with extrinsic
factors such as salary (especially the disparity between
the salary of male and female teachers) . Extrinsic
factors, however, do not contribute directly towards the
female teacher's relationship with her pupils, her pride
in her work, her self-esteem, and her love for her
particular subject - these are the factors which really
determine her motivation.
The married female teacher's circumstances at home will
determine her career commitment and influence her
motivation to work. === Thesis (MEd)--PU vir CHO, 1989
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