The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the factors which influence the job satisfaction of principals at secondary schools; and • to determine which factors influence the job satisfaction of principals at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the keywords such as: work motivation; work satisfaction, teaching conditions; teacher motivation, secondary school and principal. The nature of job satisfaction was then discussed. Once the management factors that influence work satisfaction of principals were identified, they were grouped and discussed under the following headings: • factors that centres in the principal himself; • factors situated within the school; • factors at management level; • factors within the community; and • factors within the teaching career. A questionnaire was compiled from existing questionnaires (that of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996 and the Minnesota Importance Questionnaire, 1985). All principals at secondary schools in the Northern Cape Province, excluding schools of Correctional Services, were taken as target group in this research. The questionnaires were sent to principals within the target group. The information was statistically analized with the aid of a computer after with it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that principals at secondary schools experience reasonable work satisfaction but that there are still certain factors which should be addressed. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the problem of work security should be addressed, rationalisation and assessment of teachers should be planned carefully and the communication between the school and the Education Department should be improved. Achievements of principals should receive more acknowledgement. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

This research project was done with the aim in mind to determine how teachers experience their lived through experience of job satisfaction in teaching. The qualitative research process was followed by making use of narrative methods such as narrative essays, interviews and observations. The essays and interviews served as basis for data collection purposes. If was essential for me as researcher, to find the reasons why teachers have negative and / or positive connotations towards certain teaching facets, and also to try and determine what their expectations, feelings and views are about education, so that I can determine how they experience teaching as a career. This research looked at the perceptions, viewpoints and experiences of individual teachers in relation to job satisfaction in teaching. Job satisfaction in teaching is essential, as it evolves around many different parties. It is therefore essential that a healthy organisational environment exists or is created at schools, so that effective teaching can take place. This research focus on factors that have an influence on job satisfaction and the implementation thereof to ensure maximum productivity and job satisfaction amongst teachers. This includes the role that the principal plays in creating a working environment where teachers can experience job satisfaction. / Dissertation (MEd)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Syftet med denna studie är att studera och analysera hur konsumenter hanterar shopping av vegetariska livsmedel i praktiken. För att svara på detta används en kvalitativ metod i form av12 individuella intervjuer. Studien har använt sig av ett urval på nio kvinnor och tre män i åldrarna 19-25, alla konsumenter av vegetariska livsmedel. Resultatet visar på att konsumentens kompetens, motivation och material påverkar och styr hur aktiviteten utförs. Vilken kompetens en person besitter påverkar attityden mot vegetariska substitut vilket i sin tur påverkar val av produkter. Det materiella landskapet spelar också en viktig roll när det kommer till vilka möjligheter en konsument har. Utbudet ökar ständigt vilket bidrar tillmöjlighet av flexiblare matmetoder samtidigt som samhället öppnas upp för en merväxtbaserad kost. Sociala medier har även kommit att bli ett viktigt hjälpmedel i det vegetariska samhället och bidrar med både information av produkter, recept men även kunskap om hur maten ska tillagas på rätt sätt. Avslutningsvis visar studien på att motiv spelaren allt större roll vid shopping än vad man tidigare pratat om. / The aim of this study is to study and analyze how consumers handle vegetarian shopping in practice. To answer this, a qualitative method in the form of 12 individual interviews is used. The study used a sample of nine women and three men age 19-25, all consumers of vegetarian foods. The results show that the consumer's competence, motivation and materials affect and control how the activity is carried out. What competence a person has affects the attitude towards vegetarian foods, which in turn affects the choice of products. The material landscape also plays an important role when it comes to what opportunities a consumer has. The growing range of plant-based food products contributes to the possibility of more flexible food methods, while society opens up for a more plant-based diet. Social media has also become an important tool in the vegetarian society and contributes with both information of products, recipes but also knowledge of how food should be prepared in the right way. The study also shows that motivation plays an increasingly important role in shopping than previously discussed.

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / Gemotiveerde onderwysers speel 'n belangrike rol in suksesvolle onderrig en leer. Die doelwit van hierdie studie was om faktore te identifiseer wat 'n invloed uitoefen op onderwysermotivering. 'n Kwalitatiewe navorsingsontwerp van individiduele onderhoud-voering met agt doelgerig geselekteerde deelnemers is gebruik ten einde antwoorde te kry op faktore wat „n invloed uitoefen op die motivering van grondslagfase-onderwysers. Die doelwitte van hierdie studie was ook om riglyne aan onderwysers te verskaf oor hoe om hulself te motiveer en aan skoolhoofde oor hoe om hul onderwysers te motiveer. Daar is bevind dat faktore wat 'n invloed uitoefen op die motivering van onderwysers verband hou met die spesifieke skoolomgewing, die finansiële vergoeding van onderwysers, die werksverhoudings met ander onderwysers, die invloed van ouers, die verhoudings met die skoolhoof en die gedrag van leerders. As belangrikste motiveringsfaktor geld die onderwyser se eie lewensingesteldheid wat of op 'n positiewe of negatiewe lewensuitkyk gesentreer kan wees. / Motivated teachers play an important role in successful teaching and learning. The aim of this study was to identify factors that have an influence on teacher motivation. A qualitative research design was used. Individual interviews with eight purposefully selected participants were held to get answers to the factors that have an influence on the motivation of foundation phase teachers. The aim of this study was also to give guidelines to teachers on how to motivate themselves and to school principles on how to motivate teachers. The results indicate that factors influencing the motivation of teachers have to do with the specific school environment, the financial reward of teachers, the work relationship with other teachers, the influence of parents, therelationship with the school principal and the behaviour of learners. The most important motivation factor is the teacher‟s own attitude towards lifewhichcanrepresenta positive or negative life view. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Text in Afrikaans / Gemotiveerde onderwysers speel 'n belangrike rol in suksesvolle onderrig en leer. Die doelwit van hierdie studie was om faktore te identifiseer wat 'n invloed uitoefen op onderwysermotivering. 'n Kwalitatiewe navorsingsontwerp van individiduele onderhoud-voering met agt doelgerig geselekteerde deelnemers is gebruik ten einde antwoorde te kry op faktore wat „n invloed uitoefen op die motivering van grondslagfase-onderwysers. Die doelwitte van hierdie studie was ook om riglyne aan onderwysers te verskaf oor hoe om hulself te motiveer en aan skoolhoofde oor hoe om hul onderwysers te motiveer. Daar is bevind dat faktore wat 'n invloed uitoefen op die motivering van onderwysers verband hou met die spesifieke skoolomgewing, die finansiële vergoeding van onderwysers, die werksverhoudings met ander onderwysers, die invloed van ouers, die verhoudings met die skoolhoof en die gedrag van leerders. As belangrikste motiveringsfaktor geld die onderwyser se eie lewensingesteldheid wat of op 'n positiewe of negatiewe lewensuitkyk gesentreer kan wees. / Motivated teachers play an important role in successful teaching and learning. The aim of this study was to identify factors that have an influence on teacher motivation. A qualitative research design was used. Individual interviews with eight purposefully selected participants were held to get answers to the factors that have an influence on the motivation of foundation phase teachers. The aim of this study was also to give guidelines to teachers on how to motivate themselves and to school principles on how to motivate teachers. The results indicate that factors influencing the motivation of teachers have to do with the specific school environment, the financial reward of teachers, the work relationship with other teachers, the influence of parents, therelationship with the school principal and the behaviour of learners. The most important motivation factor is the teacher‟s own attitude towards lifewhichcanrepresenta positive or negative life view. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Text in Afrikaans / The main objective of this investigative study was to determine the motivational strategies of sport coaches within the South African context. The theoretical investigation indicated that the setting of goals and feedback seem to be the two most popular methods used by sport coaches to motivate their athletes. Different motivational theories, as well as the possible role of these theories within the sporting realm, were addressed. For the empirical investigation the motivational theories elucidated in the theoretical investigation, were used as point of departure . A factor analysis of the gathered data gave rise to the emergence of four motivational strategies, namely reward, winning, a cognitive approach and self-confidence. An ANOVA procedure led to the following findings: Sport coaches show meaningful differences in their accentuation of these motivational strategies based on types of sport, gender and whether they have received formal training in Sport Psychology or not. No meaningful differences were found when institutions, qualifications and experience as sport coach were considered as variables. / Psychology / M. Sc. (Psychology)

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school. To achieve these goals a literary study as well as an empirical research was undertaken. The literary study was done from primary and secondary sources. A DIALOG computer search was done with the following words: females, sex fairness, leaders, women administrators, career leaders, promotion, motivation, work satisfaction, female teachers, secondary school. Consequently the nature of job satisfaction was discussed. After having identified the management factors that have an influence on the female head of department job satisfaction, these factors were grouped and discussed under the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction Based on these factors a questionnaire was compiled from existing questionnaires (those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996; Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985). A systemized sample was used by which female heads of department of secondary schools in the North West Province were involved. The questionnaires were sent to the study population. The information thus gathered was statistically processed and interpreted. On account of these data, recommendations were made. The empirical research showed that female heads of department of secondary schools experience to a certain extent job satisfaction, but also that certain factors need attention. Based on the empirical study, recommendations were made. The most important one being the need to look incisively into adaptable scales of salary according to qualifications, as well as compensation that compares well with comparable jobs. It is important that the programme of rationalisation should be completed as soon as possible so that the matter of job security can be looked into seriously. The education authorities need to look into effective and fair evaluation for promotion, as well as into the physical work conditions of the female head of department / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001