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dc.contributor.advisorBrazelle, R. R.
dc.contributor.authorFourie, Everard
dc.date.accessioned2018-01-22T10:39:01Z
dc.date.available2018-01-22T10:39:01Z
dc.date.issued2006-05
dc.identifier.urihttp://hdl.handle.net/11660/7669
dc.description.abstractEnglish: 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.en_ZA
dc.description.abstractAfrikaans: Bevrediging dui daarop dat begeertes vervul word - om tevrede gestel te word. In ʼn werksituasie kom dit daarop neer dat werkers daarna hunker dat hul begeertes en verwagtinge met betrekking tot hulle werk, vervul sal word - om dus tevrede gestel te word. Om dit te verwesenlik moet ʼn individu werksbevrediging ervaar. Navorsing dui daarop dat daar ʼn komplekse verwantskap tussen leierskap en werksbevrediging bestaan. Die breë doel van hierdie studie is om vas te stel tot watter mate die bestuursaksies van skoolbestuurspanne ʼn invloed op die werksbevrediging van opvoeders het. Om hierdie doel te bereik word sewe hipoteses deur middel van kwasi-eksperimentele navorsing getoets. In hoofstuk twee word die begrip werksbevrediging aan die hand van die literatuur omskryf en is die bestuursimplikasies van die 20 indikatore wat ʼn invloed op die vlak van werksbevrediging, soos dit op die Minnesota Satisfaction Questionnaire voorkom, breedvoerig bespreek. In hoofstuk drie word die gevolge van werksbevrediging en werksontevredenheid, asook die verband tussen die vlak van werkbevrediging en veranderlikes in die organisasie aangespreek. Nege aspekte wat deur werkstevredenheid en werksontevredenheid beïnvloed word, word aan die hand van die literatuur ondersoek. In hoofstuk vier word daar op die ontwerp en verloop van die eksperimentele navorsing gefokus. As gevolg van die eiesoortige aard van hierdie ondersoek (die eerste keer dat so ʼn ondersoek in Suid-Afrika aangepak word) moes die geykte dubbelgroep kwasi- eksperimentele navorsingsontwerp (voormeting – ingreep – nameting ) aangepas word om aan te dui dat ʼn verbetering in die bestuursaksies van bestuurspanne van skole ʼn verandering in die vlak van werksbevrediging van opvoeders teweegbring. As gevolg van die feit dat hierdie as ʼn verkennende ondersoek getipeer kan word, is daar nou gelet op die geldigheid van die ondersoek, betroubaarheid van die navorsingsresultate asook eksterne en interne faktore wat ʼn invloed op die resultate kon hê. Hoofstuk vyf handel oor die verloop van die eksperimentele ondersoek. Tydens die voormeting is die vlak van werksbevrediging van beide die eksperimentele en kontrole groepe bepaal deur middel van die gebruik van Minnesota Satisfaction Questionnaire, ʼn gestandaardiseerde instrument. Aangesien hierdie ondersoek daarop gemik is om vas te stel watter invloed bestuursvaardighede van skoolbestuurspanne op die vlak van werksbevrediging van opvoeders het, moes die respondente ʼn verdere vraelys voltooi om die opleidingsbehoeftes van die bestuurspanne van die eksperimentele groep te bepaal. Met hierdie inligting beskikbaar, is ʼn opleidingskursus saamgestel wat tydens die ingreep aan die eksperimentele groep se bestuurspanne aangebied is. Na die kursus het die navorser oor ʼn tydperk van nege maande die bestuurspanne van die eksperimentele groep begelei in die praktiese toepassing van die onderwerpe wat tydens die opleiding aangespreek is. Om te kon vasstel of die ingreep enigsins ʼn invloed op die vlak van werksbevrediging van die opvoeders gehad het, is ʼn tweede meting by albei die groepe gedoen. Tydens hierdie meting is weer van die Minnesota Satisfaction Questionnaire gebruik gemaak. In hoofstuk ses word die navorsingsresultate vir die toetsing van die van sewe hipoteses ontleed en geïnterpreteer. Met betrekking tot die totale eksperimentele groep, sowel as met die ses subgroepe, het die algehele gemiddeldes van die vlak van werksbevrediging van die respondente na die ingryping statisties beduidend verbeter. In teenstelling hiermee het die vlak van werksbevrediging van die totale kontrole groep vanaf die voormeting na die nameting statisties beduidend gedaal. In die laaste hoofstuk word ʼn opsomming aangebied van wat in die verskeie hoofstukke aangespreek is. Bevindinge rondom die drie probleem vrae naamlik, wat werksbevrediging behels en wat die bestuursimplikasies daarvan is, gevolge van werksbevrediging en werksontevredenheid van opvoeders vir skole as organisasies, asook watter invloed bestuursaksies van skoolbestuurspanne op die vlak van werksbevrediging van opvoeders het, word uiteengesit. Ten laaste is aanbevelings voortvloeiend uit die navorsing gemaak.af
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectMinnesota Satisfaction Questionnaire (MSQ)en_ZA
dc.subjectJob satisfaction -- South Africa -- Eastern Capeen_ZA
dc.subjectTeachers -- South Africa -- Eastern Cape -- Job satisfactionen_ZA
dc.subjectThesis (Ph.D. (Comparative Education and Education Management))--University of the Free State, 2006en_ZA
dc.titleDie invloed van bestuurspanne se bestuursaksies op die werksbevrediging van opvoeders in junior sekondêre skole in die Oos-Kaap Provinsieaf
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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