<p>A large number of studies show that educators are exposed to workloads that result particularly in stress. According to Olivier and Venter (2003), stress is considered to be the main factor contributing to job-related illnesses, early retirement, job dissatisfaction and absenteeism. Teaching, has without a doubt become a more demanding and stressful job. The lack of discipline in schools, abolishment of corporal punishment, large pupilteacher ratios and a new curriculum approach all contribute to raising the stress levels of teachers (Ngidi &amp / Sibaya, 2002). Stanton, Bachiochi, Robie, Perez and Smith (2002 cited in Brewer &amp / McMahan-Landers, 2003) is of the view that job stress is an antecedent of job satisfaction but the two constructs have been treated as related, yet they are different. The aim of this study is to determine the relationship between stress levels and job satisfaction amongst high school educators in De Aar as well as to&nbsp / determine whether biographical variables (namely, gender, age, tenure, marital status and number of children) have an impact on job satisfaction and stress levels. The researcher hopes that&nbsp / the findings would give the Department of Education in the Northern Cape an idea of the stress levels and job satisfaction experienced by high school educators in De Aar so that interventions can be implemented to issues proactively. The sample consisted of 86 educators employed at four high schools in De Aar. A biographical questionnaire, the Job Satisfaction Survey (JSS) and Stress Diagnostic Survey (SDS) were administered to assess respondents&rsquo / stress and job satisfaction levels. Informed consent was obtained from the various participants and anonymity of participation was ensured. Statistical analyses included inferential (Pearson&rsquo / s Product Moment Correlation Coefficient, Analysis of Variance &amp / T-Tests) as well as descriptive statistics. The results of the study&nbsp / indicate that there is a statistically significant, inverse relationship between stress levels and job satisfaction amongst high school educators in De Aar. Furthermore, the results indicate that there&nbsp / are statistically significant differences in stress levels as well as job satisfaction of high school educators on the basis of their biographical characteristics. The chapter concludes with presenting limitations of the study and putting forth recommendations for future research.</p>

<p>A large number of studies show that educators are exposed to workloads that result particularly in stress. According to Olivier and Venter (2003), stress is considered to be the main factor contributing to job-related illnesses, early retirement, job dissatisfaction and absenteeism. Teaching, has without a doubt become a more demanding and stressful job. The lack of discipline in schools, abolishment of corporal punishment, large pupilteacher ratios and a new curriculum approach all contribute to raising the stress levels of teachers (Ngidi &amp / Sibaya, 2002). Stanton, Bachiochi, Robie, Perez and Smith (2002 cited in Brewer &amp / McMahan-Landers, 2003) is of the view that job stress is an antecedent of job satisfaction but the two constructs have been treated as related, yet they are different. The aim of this study is to determine the relationship between stress levels and job satisfaction amongst high school educators in De Aar as well as to&nbsp / determine whether biographical variables (namely, gender, age, tenure, marital status and number of children) have an impact on job satisfaction and stress levels. The researcher hopes that&nbsp / the findings would give the Department of Education in the Northern Cape an idea of the stress levels and job satisfaction experienced by high school educators in De Aar so that interventions can be implemented to issues proactively. The sample consisted of 86 educators employed at four high schools in De Aar. A biographical questionnaire, the Job Satisfaction Survey (JSS) and Stress Diagnostic Survey (SDS) were administered to assess respondents&rsquo / stress and job satisfaction levels. Informed consent was obtained from the various participants and anonymity of participation was ensured. Statistical analyses included inferential (Pearson&rsquo / s Product Moment Correlation Coefficient, Analysis of Variance &amp / T-Tests) as well as descriptive statistics. The results of the study&nbsp / indicate that there is a statistically significant, inverse relationship between stress levels and job satisfaction amongst high school educators in De Aar. Furthermore, the results indicate that there&nbsp / are statistically significant differences in stress levels as well as job satisfaction of high school educators on the basis of their biographical characteristics. The chapter concludes with presenting limitations of the study and putting forth recommendations for future research.</p>

Text in Afrikaans / Sedert 1994 het drastiese veranderinge in die Suid-Afrikaanse onderwysstelsel plaasgevind, wat ’n direkte invloed het op die vlak van werkstevredenheid wat opvoeders ervaar. Alhoewel die ongelykhede van die verlede in hierdie beleid ondersoek is, word sekere organisatoriese faktore wat die moraal van opvoeders beïnvloed egter nie hierin erken nie. In hierdie navorsingstudie maak die navorser gebruik van die kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes wat as triangulasie bekend staan. Semigestruktureerde onderhoude (kwalitatief) en vraelyste (kwantitatief) is as data-insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings vir die navorsingsprobleem is. Faktore wat werksbevrediging by opvoeders beïnvloed, is geïdentifiseer en ondersoek. Aanbevelings is gemaak rakende die rol van die Onderwysdepartement, prinsipaal, kollegas en ouers in opvoeders se werksbevrediging. Die vernaamste hiervan is dat prinsipale werkstevredenheid by opvoeders kan verhoog deur die bou van verhoudings van vertroue, betrokkenheid in die besluitnemingsproses en deur ondersteuningstrukture vir opvoeders in plek te stel. / Since 1994, drastic changes occurred in the education system in South Africa, which had a direct impact on the level of job satisfaction that teachers experienced. Although this policy addressed the inequalities of the past, certain organisational factors influencing the morale of teachers were not recognised herein. In this research study the researcher made use of a combination of qualitative and quantitative research methods, known as triangulation. Semi-structured interviews (qualitative) and questionnaires (quantitative) were used as data collection techniques to determine the nature, extent and possible solutions to the research problem. Factors affecting job satisfaction among educators were identified and examined. Recommendations were made regarding the role of the Department of Education, principals, colleagues and parents in teachers' job satisfaction. The main recommendation is that principals may maximise teachers’ job satisfaction through building relationships of trust, involvement in the decision-making process and by implementing support structures. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)