Job satisfaction, work values and work-related stress of secondary school teachers

English: The aims of this study are to, by means of a review of the literature and empirical investigation: • gain an understanding of the complexity and the extent to which teachers experience job satisfaction, work values and work-related stress, with particular reference to secondary schools in the Eastern Free State; and • measure the levels of stress among a group of secondary school teachers, as well as to determine the effect of biographical and organisational factors on their levels of stress. Furthermore, the aim was to look at relations in terms of how the job satisfaction and work values (teachers' needs) of these teachers are affected by work-related stress. It became very clear from the literature review that the impact of stress is experienced at all levels of society (Van Zyl & Pietersen 1999:74), from individuals to national level. In the Sunday Times (August 1999) it is indicated that South Africa is a very stressed society and that support is becoming harder to find, as familial networks are not strong enough. A very clear fact is that, without support, stress spills over into different relationships and environments. In this study it was furthermore concluded that the teaching profession also has the potential of being stressful and affecting the working environment. It was found that a lack of effective stress management results in important decrements in well-being, as well as dissatisfaction among teachers and an inability to perform up to standard (compare 6.1). The literature survey also revealed that both satisfaction and performance are connected to rewards (Steyn & Van Wyk 1999:37): • Rewards impact more directly on the cause of satisfaction than performance. • Rewards levelled on ongoing performance cause subsequent performance. Therefore this research evidence confirms the fact that it is extremely important for supervisors or school management to show appreciation and recognition of the work which is done well by teachers. Lynn (1998:46) reflects an interesting statistic supplied by the US Department of Labour, namely that in 1995 it was announced that 46 percent of people who left their jobs did so because they felt unappreciated. Furthermore, it is important for management to be fully aware of the impact of all factors believed to be promoting job satisfaction and effective work values, for example: • Achievement, recognition, working conditions, status, relationship with peers, salary, company policy and security. • Making people feel responsible; creating opportunities for people to use their abilities and knowledge; making people feel independent in their work; being of value to society through one's contributions; creating possibilities for promotion; and enabling people to be happy with the conditions of service. The method of research entailed an empirical investigation in which a sample of 360 secondary school teachers from the Harrismith Education District (i.e. the Eastern Free State towns Warden, Harrismith and Phuthaditjhaba) had been targeted. The questionnaire was used to verify four formulated hypotheses: 2) There is a statistically significant relationship between teachers' level of stress and factors outside the work situation (job satisfaction and work values) which contribute to teachers' stress. 3) There is a statistically significant relationship between teachers' level of stress and the teachers' expectations and circumstances within the work situation (fields 1 - 6) which contribute to teachers' stress. 191 4) Teachers experience very high levels of stress. The following analytical tools were considered to analyse and interpret research results: t-test: To verify it means of two groups have a difference that occurred by chance; F-test: To highlight the significance of the difference between variances. ANOVA: A one-way analysis of variance. Three hypotheses were accepted for different variables, as showed in the results, and only one was rejected. It was found that: (1) the majority of respondents were younger than 38 years of age (59,4%) (cf. Table 5.1); (2) 77,3% of the respondents were on post level one (cf. Table 5.2); (3) 56,9% had a length of service that was more than ten years (cf. Table 5.3); (4) the majority, namely 56,3%, were well qualified with at least three years' tertiary training (cf. Table 5.4); (5) the majority of respondents were male, i.e. 59,7% (cf. Table 5.5); (6) the majority (92,4%) of the respondents had dependents ranging from one to more than five (cf. Table 5.6); (7) 72,8% of the respondents were married (cf. Table 5.7); (8) 67,2% had South Sotho as home language (cf. Table 5.8); (9) most of the teachers in the Eastern Free State were on post level one, while the majority (92,4%) had dependents ranging from one to more than five and therefore insufficient income could be a stressor for educators (cf. Tables 5.2; 5.6); (10) the fact that more teachers were well qualified (56,3%), that more of them (56,9%) had more than ten years' teaching experience and that the majority of them were in post level one, imply that few opportunities for promotion could be a stressor for educators in the Eastern Free State; (11) the level of stress for unmarried teachers is significantly higher than those of married teachers (cf. Table 5.9); (12) there is a significant relationship (1% level) between teachers' level of stress and teachers' expectations and circumstances (cf. Table 5.10). These concepts (teachers' level of stress; teachers' circumstances and expectations) are explained as follows: Teachers' level of stress: This is reflected by the following feelings: no progress, being afraid, feeling uncertain, doubtful, or worried; your views clash with other people's views; experiencing conflict; being bored; being irritated; losing control of your temper; no confidence in yourself; depending on others; feeling alone; you would like to attack other people; no-one wants to support you; being despondent; feeling guilty; downhearted; aggressive; overburdened; angry; no concentration; dissatisfied; fearful; weepy; too many problems; etc. Cl Teachers' expectations and circumstances within the work situation are reflected by the following feelings: • Circumstances: dysfunctional organisation; incorrect leadership styles; you are dissatisfied with regard to the nature of your work; there are problems that concern physical working conditions (e.g. crowding of people, poor lighting); a situation that impacts negatively on the progress and development of ones' career; it is difficult to progress to higher posts; it is difficult to maintain good interpersonal relations; dissatisfaction with regard to aspects like pensions, medical fund, housing aid, achievement bonuses, insurance, salary and all other aspects of your remuneration package; working hours; conditions of employment and all other regulations involving personnel matters. • Expectations are reflected by the following feelings: You want to be recognised for what you do; assume full responsibility; have a salary that is market-related; function independently; have the necessary job equipment; be exposed to necessary training courses; have fringe benefits that will ensure your support and security; feel important and have status; you want to be able to get along with your supervisor; have personnel regulations that satisfy your needs; be included in decision-making that concerns you; perform duties without relations with others; receive uncontradictory instructions; have furniture and decorations in your work area that create a pleasant working environment. (13) It was also found that there is a significant relationship between teachers' level of stress (feelings noted in point 12) and factors outside the work situation (job satisfaction and work values): • Factors outside the work situation are, for example, family crises; financial obligations; the general economic situation in the country; the rapidly changing technology; unfavourable home facilities; social status with friends; health; background; transport problems; spiritual life problems; inadequate accommodation at home; and few recreational facilities. • Job satisfaction is reflected by the following characteristics: the work itself; conditions of work; remuneration opportunities for promotion; supervision; co-workers; roles; responsibilities; classroom practices; teacher development and appraisal. • Work values are reflected by characteristics like the following: exercising responsibility; achievement through work; influence over one's work; doing meaningful work; being able to use one's abilities and knowledge; independence in doing one's work; job satisfaction with regard to the work itself; and contributing to society. In conclusion, it can be noted that teachers' level of stress is affected by their job satisfaction and work values (or vice versa).