Due to the change of thought and external environment, design of the physical environment is more and more important than before. Based on the interview with the office designers, four cases and the questionnaires, this research tried to find out: 1.The design of the current working environment, 2.The key factors of the workplace which affect worker¡¦s performance, 3.Try to offer the corporations useful suggestions when design or redesign workplace. The main conclusions of this research are as following: 1.The basic is more important than esthetics 2.Office layout is according to level 3.The setting of amenities is limit to the total area of a company 4.The office design which could make the work easier is the most important, the second one is the design make workers feel comfortable, and the third one is aesthetic factors.

I studien undersöks hur införandet av ett systematiskt arbetsmiljöarbete kan påverka en organisation. Många arbetsplatser saknar ett fungerande systematiskt arbetsmiljöarbete, men alla företag är beroende av att personalen mår bra och får vara frisk och därmed kan vara effektiv på sitt arbete. För att öka läsarens förståelse för hur betydelsefullt det är att arbeta aktivt med arbetsmiljöarbete, vill vi visa organisationer hur de genom detta kan uppnå vinster, inte bara de av rent monetär art, utan även de som är av betydande vikt för arbetstagarna, såsom exempelvis ökad trivsel och bättre gemenskap. Studien är av kvalitativ karaktär med en interaktiv forskningsprocess. Urvalet har bestått av respondenter på Copy Syd AB. Resultatet visar att det är av stor vikt att införa ett systematiskt arbetsmiljöarbete. Studien pekar på att lönsamhet bland annat kan uppnås i form av nöjda medarbetare som anser att implementeringen av det systematiska arbetsmiljöarbetet har bidragit till ökad trivsel och effektivitet. De vinster som kan göras i en organisation kan kanske inte alltid mätas i pengar, men om de anställda upplever att deras arbetssituation förbättrats avsevärt både ur fysiskt och psykosocialt hänseende, måste det anses vara vinster av lika stor eller större betydelse. I studien framkommer även att det är möjligt att urskilja effekter på tre nivåer: individ-, organisations- och samhällsnivå. / This study examines how the implementation of a systematic work environment management can affect an organization. Many places do not work systematically with the working environment although companies are very dependent of the wellbeing and health of their co-workers as this increases their effectiveness. The aim is to increase the understanding of how important it is to actively address the social and physical environment in a company. We want to show organizations how they can gain profit, not only financially, but through the wellbeing and effectiveness of their employees long-term. The study is qualitative to its disposition and uses an interactive process of research. The sample consisted of respondents from the company Copy Syd AB. The result shows that the implementation of a systematic work environment management is of great importance to the company and its employees. As the study indicates there are positive effects from satisfied co-workers who think that the implementation has contributed to an increased job satisfaction as well as increased efficiency at work. The profit might not always be financial, but if the co-workers experience that their work situation, both physically and psychosocially, is considerably better than before, this profit must be considered as great, or even greater importance than mere economy. In the study it also emerges that it is possible to distinguish effects on three levels: for the individual, for the organization and for the society.

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)