The relationship between motivational factors and teachers’ job satisfaction.

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dc.contributor.advisorSibaya, P.T
dc.contributor.advisorHlongwane, M.M
dc.contributor.authorChibisa, Zviedzo
dc.date.accessioned2017-06-29T13:25:17Z
dc.date.available2017-06-29T13:25:17Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1556
dc.publisherUniversity of Zululanden_US
dc.subjectmotivation --job satisfaction --teachingen_US
dc.titleThe relationship between motivational factors and teachers’ job satisfaction.en_US
dc.typeThesisen_US
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