Please read the abstract in the section, "back" (on p277), of this document / Dissertation (MEd)--University of Pretoria, 2007. / Humanities Education / MEd / Unrestricted

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)

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)