The Effects of a Lack of Career Pathing on Job Satisfaction among South African Teachers

Autor/inn/en	Quan-Baffour, Kofi Poku; Arko-Achemfuor, Akwasi
Titel	The Effects of a Lack of Career Pathing on Job Satisfaction among South African Teachers
Quelle	In: Africa Education Review, 11 (2014) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.853564
Schlagwörter	Foreign Countries; Career Development; Faculty Development; Job Satisfaction; Teacher Attendance; Equal Education; Educational Opportunities; Teaching Conditions; Teaching Load; Violence; Teacher Student Relationship; Power Structure; Teacher Promotion; Incidence; Teacher Attitudes; Phenomenology; Teacher Surveys; Likert Scales; Data Analysis; Semi Structured Interviews; Qualitative Research; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Bildungsangebot; Bildungschance; Lehrbedingungen; Unterrichtsbedingungen; Lehrdeputat; Gewalt; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorkommen; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Likert-Skala; Auswertung; Qualitative Forschung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Education is an important ingredient for advancement in the knowledge-based economy of the contemporary world. Teachers therefore form the vehicle for provision and dissemination of relevant knowledge, skills and values for socio-economic development. In every career professionals are assured of moving through the ranks so long as they do their work well and meet certain laid down criteria but in practice this is not the case with most school teachers in South Africa. Although the Employment of Educators Act mentions the promotion of teachers in practice it is almost non-existent. A teacher may teach and remain on post level one for the entire teaching life. The assumption is that this situation might lead to frustration and disillusion among teachers. Teachers may leave or underperform due to lack of job satisfaction. This paper is the result of an empirical investigation on job satisfaction among South African school teachers. The assumptions of the researchers were validated by an empirical study of the problem in the Dr. Ruth Mompati Education District [North West Province]. The major findings of the study include a lack of equal opportunities for all teachers, poor conditions of service, increased workload of teachers, lack of discipline among learners and increasing violence against teachers, and the apparent eroding of the authority of the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01