Die invloed van bestuurspanne se bestuursaksies op die werksbevrediging van opvoeders in junior sekondêre skole in die Oos-Kaap Provinsie

English: Satisfaction leads to the fulfilment of desires – and contentment. In a work situation it means that workers’ yearning that their desires will be fulfilled – be satisfied. To realise this, an individual needs to experience job satisfaction. According to research there is a complex relationship between leadership and job satisfaction. The purpose of this study is to determine the influence of management actions of school management teams on the job satisfaction of educators. To be able to achieve this goal, seven hypotheses are tested by means of quasi-experimental research. Chapter two entails a literature study of the concept job satisfaction. The management implications of the 20 indicators as they appear on the Minnesota Satisfaction Questionnaire and their influence on job satisfaction are discussed. In chapter three the consequences of job satisfaction and job dissatisfaction as well as the correlation between the level of job satisfaction and variables in an organisation are investigated. A literature study on nine aspects that are influenced by job satisfaction and job dissatisfaction was undertaken. Chapter four concentrates on the design and progress of the experimental research. Due to the unique nature of this research (the first time such research has been conducted in South Africa), the normal control group quasi-experimental research design (pretest – intervention – post-test) had to be adapted to indicate that an improvement in the management skills of management teams of schools can bring about a change in the level of job satisfaction of educators. Due to the fact that this is exploratory research, special attention was paid to the validity of the investigation, reliability of the research results and also, internal and external factors that could influence the results. Chapter five deals with the progress of the experimental research. During the pretest the levels of job satisfaction of both the experimental and control groups were measured, using the Minnesota Satisfaction Questionnaire, a standardised instrument used to measure the levels of job satisfaction of educators. As this research has - as its primary goal – to ascertain to what extent the management actions of school management teams has on the level of job satisfaction of educators, the respondents had to complete a questionnaire in order to ascertain the training needs and highlight the shortcomings of school management teams of the experimental group. This information led to the development of a training course that was then presented, as part of the intervention programme, to the management teams. After the course the researcher led the management teams – during a period of nine months – through the practical implementation of the aspects that were presented during the training. In order to ascertain whether the intervention had the desired effect on the levels of job satisfaction of the educators a second round of testing with the Minnesota Satisfaction Questionnaire, which involved both groups, was done. In chapter six the results of the research that test the seven hypotheses are analysed and interpreted. With regard to the experimental and the six subgroups, the overall averages of the levels of job satisfaction of the respondents after the intervention had improved. This improvement was found to be statistically significant. In contrast to the aforementioned, the levels of job satisfaction of the total control group from pretest to post test were found to have declined significantly. The final chapter is a summation of all that was presented in the preceding chapters. Findings encapsulating the three problem areas namely, what is job satisfaction and the management implications thereof, the impact of job satisfaction and dissatisfaction of educators on the school as an organisation, and also, what influence the management actions of school management teams have on the level of job satisfaction of educators are presented. Finally, using the research as basis, certain recommendations are made.