Document Type Master's Dissertation Author Botha, Jan Jakobus firstname.lastname@example.org URN etd-07232008-140235 Document Title Die invloed van die werksomstandighede van hoërskoolonderwysers op hulle houding teenoor hulle werk en hulle motiveringsvlak (Afrikaans) Degree MEd (Educational Leadership) Department Education Management and Policy Studies Supervisor
Advisor Name Title Prof J Heystek Supervisor Keywords
- high school teachers
Date 2007-07-06 Availability unrestricted Abstract
The influence of the work circumstances of high school teachers on their attitude towards their work and their levels of motivation.1Introduction
The working circumstances of high school teachers have changed over the past few years, and more specifically since the implementation of OBE and the rationalisation of teachers. The research presumption is that, as a result of the changes, teachers’ workloads have increased and consequently, they have less time to complete more work. The latter includes preparation for the various learning areas, as well as OBE administration.2Background
Certain elements in teachers’ work circumstances which influence attitudes include the following: The change in work circumstances has resulted in a greater workload which consequently led to an increase in stress levels. Higher stress levels are experienced by teachers worldwide, and not only in South Africa. Teachers have to work longer hours to complete their work. Many teachers don’t experience job satisfaction in their present circumstances. Changes in education influence the attitudes, achievements and performance of teachers. This causes a decrease in their motivation levels. Statistics prove that teachers have a low morale country wide.3Research Methodology
Research question: How did the changed work circumstances of teachers influence their attitude towards their work and their motivation levels?
This is a qualitative study in which interviews, six in total, with teachers with more than eight years’ experience of parallel medium (former Model C schools) and black schools were used.
© University of Pretoria 2006E754 /gm
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