South African education is faced with a wide array of problems, ranging from a shortage of educators (Xaba, 2011), to poor governance, poor performance, educators experiencing a negative organisational climate, and low morale (Jackson & Rothmann, 2006; Mentz, 2007). Modisaotsile (2012) further found that these educators experience a lack of overall commitment and focus. As it is known that experiencing more meaning in ones’ personal life and working environment leads to both positive health and work outcomes (Day & Rottinghaus, 2003; Harris & Thoresen, 2003; Lent, 2004; Steger, Frazer, Oishi, & Kaler, 2006), this study aims to make a contribution to the South African education sector by addressing means to improving meaning. This research could potentially help the South African education system by identifying factors that increase meaning in work; thus, helping to attract and retain good educators. In addition, the study aims to contribute to the literature by distinguishing meaning from other positive psychology concepts and to provide a clearer overall understanding thereof. Meaning in work in this study refers to the meaning, significance and/or purpose individuals derive from their work. Meaningful work should be seen as the umbrella term which covers a whole range of constructs including, meaningfulness, and the meaning of work (Steger, Pickering, Shin, & Dik, 2009).
A qualitative design with a phenomenological strategy was used to uncover perceptions from the convenience sample (n=20) of secondary school educators. Semi-structured, one-to-one interviews with open-ended questions were used to collect the data from participants. Participants were also asked to diarise experiences relating to meaning for the following five working days after the interview, in order to support, strengthen, and validate the interviews’ results. The research findings were that meaning is seen by participants in this study as purpose and significance. Main antecedents were related to the transfer of knowledge and making a positive difference; whereas having positive, trusting relationships with learners, colleagues and parents, as well as feedback which was also important. Mechanisms to create meaning included effort and conscientiousness, as well as preparation as the most prominent mechanisms. Outcomes included happiness and meaningfulness and work engagement. This research study contributes to existing literature on meaning by giving a clear conceptualisation of the concept. Other contributions include a clear differentiation between meaning and meaningfulness, and that the meaning educators experience in their work might be linked to their specific context and key roles as educators. / MA (Industrial Psychology), North-West University, Vaal Triangle Campus, 2014
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/10796 |
| Date | January 2014 |
| Creators | Broodryk, Mandi Mariëtte |
| Publisher | North-West University |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0022 seconds