published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The objective of this study is to assess the relationship between work engagement, job demands and job resources in a sample of educators. A cross-sectional survey design was used. Convenience samples (N = 157) were taken of educators in an area of Pietermaritzburg, KwaZulu-Natal. The Utrecht Work Engagement Scale and the Job Demands Resources Scale were administered to the sample of educators. The results showed that job resources are significant predictors of work engagement. Also, growth opportunities and organisational support played a major role in educators’ engagement and thus needs to be made a priority in the education system. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

The occupational field of teaching is under attack as it faces high turnover rates– ultimately resulting in a weakening of the educational system. The present study is rooted in Fredrickson‟s Broaden and Build theory and aimed to examine the relationship between occupational stress, psychological capital, happiness and turnover intentions among teachers. Studies have found that positive emotions (psychological capital or happiness) can alleviate turnover intentions among teachers. A quantitative research design was used to collect data. The study took the form of a cross sectional survey design with a random sample (N-140) of teachers from 7 different schools in the Durban, Kwazulu Natal region. The data was collected with the use of five questionnaires. These included a biographical questionnaire, Teacher Stress Inventory, Psychological Capital Questionnaire, Orientation to Happiness Scale and the Turnover Intention Scale. Data analysis included descriptive and inferential statistics which was conducted on the statistical program SPSS 18. The results were as follows: firstly, the teachers in this study reported general work stress (poor organisational management, role ambiguity and job satisfaction) and task stress to be the principle stressors in their occupational field. Secondly, the teachers in the present study reported experiencing positive emotions such as pleasure, meaning and engagement. Third, practically and statistically significant relationships were found between work related stress and task stress, PsyCap and pleasure and meaning, PsyCap and engagement, PsyCap and turnover intentions and between pleasure and meaning and engagement. From the above relationships, it can be seen that PsyCap promotes positive experiences in stressful occupational environments. Hence, the lack of PsyCap has the potential to exacerbate the experience of turnover intentions amongst teachers. Lastly, the results confirmed that psychological capital is a predictor of pleasure and meaning amongst teachers despite their stressful occupational field. Thus, the results showed that positive emotions and psychological capital may have the potential to alleviate turnover intentions amongst teachers. The present study is limited in the following ways: First, is the poor response rate (65%), thus reducing the sample size to 91. Second, this study used a cross-sectional research design as opposed to a longitudinal research design. Therefore, the results of this study cannot determine causality between the variables. Lastly, the data came from self-reported questionnaires, this can affect the reliability and validity of the data. As the participants may have answered the questions to reflect more socially acceptable responses. Although this study has limitations it acts as a starting point for research on the positive psychological perspective on the constructs occupational stress, PsyCap, happiness and turnover intentions. Specifically, future studies should focus on examining and developing hope optimism and self-efficacy amongst teachers as the present study found that the above three constructs of PsyCap contributed to positive emotions such as engagement amongst teachers. An improved understanding of the above constructs is a step toward alleviating turnover intentions amongst teachers and possibly other occupational fields. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

The aim of this study was to analyse teacher migration between South Africa (SA) and the United Kingdom (UK). An understanding of teacher migration and migration patterns is of vital importance especially to SA. As a developing country, SA is losing valuable assets, namely professionals (teachers, doctors, nurses) to developed countries. There is a return stream as evident in a cohort of teacher migrants returning to SA. However, increased mobility is a direct occurrence of the forces of globalisation, and neither the loss of professionals (brain drain) nor the brain gain is unique to SA. Nevertheless, the need to understand migrant teachers' decision-making is salient: firstly, as a step in creating avenues for discourse on addressing the flight of 'home-grown' professionals and attracting ex-patriots back to their home country. Secondly, in furthering an understanding of global labour migration, and finally in developing and expanding on existing migration theories in a globalised world. This study was multi-layered. It investigated two distinct cohorts of teachers: ninety experienced teachers (part of the teaching fraternity) and thirty novice teachers (student teachers in their final year of study at Edgewood College of Education in SA). Within the category of experienced teachers, three separate divisions of teachers were identified for examination, namely premigrants (teachers about to embark on their first migration), post-migrants (SA teachers already teaching in the UK) and return-migrants (teachers who had returned to SA after a period of teaching in the UK). Various theories influenced the study: economic theories of migration, identity theories in education and Marxist labour theory. Within this theoretical framing the influence of globalisation as a process in facilitating cross border mobility was emphasized. Quantitative and qualitative methods were used in the study. Teachers' voices were favoured in the study as an expression of the complexity of their thinking, attitudes, behaviour and hence, identities. The study commenced by examining the reasons for novice and experienced teachers exiting the SA teaching fraternity, to work in schools in London in the UK. Then it explored the latter teachers' experiences in those schools and society with a view to revealing their integration into new socio-cultural and political milieus, and highlighting their transnational identities. Finally, experienced teachers' reasons for returning to SA were probed. In tracing teachers' trajectory from pre-migration (before migration) to post-migration (in the host country) to return migration (back to the home country), the study attempted to analyse patterns of transnational migration in a globalised context. The study identified the emergence of a new breed of teachers: transnational teacher-travellers. These are teachers who traverse a country's national boundaries at will. They are at ease trading their services in a global market, all in the pursuit of attaining a kaleidoscope of goals simultaneously. SA teachers were generally leaving their home country for multiple reasons of finance, travel opportunities and career progression. None of these reasons were mutually exclusive of each other. Migrant teachers' experiences in the UK were extensive, from professional growth to salary satisfaction and travel. However, teacher stress from incidents of reduced classroom discipline and loneliness stemming from family separation impacted on migrant teachers abroad, and contributed to return migration. An evaluation of the data on migrant teachers' motivations, experiences and goals led to the development of a model to understand the transnational migration patterns of teachers traversing from developing to developed countries. The model is sculptured from Demuth's (2000) three phases of migration: pre-migration, post-migration and return-migration. A basic tenet of the suggested model is that teacher migration is a non-linear process. It is initiated and sustained by complex, concurrent push or pull factors in the home country and pull or push factors in the host country. Further, teacher migration is propelled and perpetuated by the influences of globalisation and socio-cultural networks between countries. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2005.

The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented. / Department of Educational Leadership

Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

M.Com. (Human Resource Management) / This research focused on the measurement of job satisfaction in two related faculties in a higher education institution comprising 300 academic staff. The research was quantitative and non-experimental. The Job Descriptive Index was used as the basis to determine the most significant factors that contribute to job satisfaction. Five factors were identified, namely the actual job, supervision, relations with co-workers, remuneration and promotion. Sub-factors relating to these factors were identified through an in-depth literature study. A questionnaire was compiled Oil the basis of essence of each of these sub-factors. A statistical analysis was done' using forced ranking, factor analysis, reliability analysis (Cronbach alpha), Friedman tests, spiderweb plots and correspondence analysis. From the results it is apparent that academics consider their work to be interesting, rewarding and challenging. Academics feel respected in their work context. Academics are satisfied with their supervision, which includes adequate planning and communication and the acknowledgement of excellent work. Academics are satisfied with their relations with co-workers. This includes a pleasant work environment, responsible co-workers and team work. Academics do not agree about remuneration. Most of the academics feel underpaid and regard promotion as a sensitive issue. Deviations in the results include routine work, fairness in remuneration, promotions based on equity policies and infrequent promotions. On the basis of the results of the study, it was recommended that the workload of academics should be examined, fairness in remuneration should be apparent, sound communication between the institution and its employees and the benefit of equity policies in promotions should be highlighted.