Die werksmotivering van die onderwyseres / Ivor Henry Hillebrand

• Main Author: Hillebrand, Ivor Henry
• Language: other
• Published: Potchefstroom University for Christian Higher Education 2013
• Online Access: http://hdl.handle.net/10394/8957

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