Browsing by Author "Chibisa, Zviedzo"

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    Leadership trends of principals towards the provision of quality teaching in underperforming secondary schools in the King Cetshwayo district
    (University of Zululand, 2021) Chibisa, Zviedzo
    Principals' leadership styles are a major factor contributing to good performance of their schools. The aim of this study was to investigate principals’ leadership trends towards the provision of quality teaching in underperforming secondary schools in King Cetshwayo District. The study followed a mixed methods design. In 2015, 138 of the 204 high schools in the district were categorised as underperforming. For the quantitative study, 14 of the underperforming schools with a total of 227 teachers were selected for analysis using simple random sampling. The study sample consisted of all the 227 teachers. Of the 227 distributed questionnaires 183 were successfully returned, giving a response rate of 81%. Purposive sampling was used to select four principals, four Heads of Departments and two teachers for the interviews. The study's findings revealed that a principal’s leadership style plays a vital role towards good learner outcomes. Furthermore, results showed that schools where principals delegated duties, encouraged teamwork, held staff development programmes and supervised teachers and learners constantly exhibited great learner academic improvement. It was established that those schools that operated effectively followed leadership styles that encouraged power-sharing while there was no power-sharing in most underperforming schools. Based on the findings, the leadership style used by principals running successful schools was transformational. The study therefore recommends this leadership style for South African schools.
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    The relationship between motivational factors and teachers’ job satisfaction.
    (University of Zululand, 2017) Chibisa, Zviedzo; Sibaya, P.T; Hlongwane, M.M
    The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.