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Factors influencing levels of teacher motivation at schools in Uthungulu District

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dc.contributor.advisor Nzima, D.R
dc.contributor.author Mbatha, Nomusa Nonkazimuto
dc.date.accessioned 2017-09-06T11:42:43Z
dc.date.available 2017-09-06T11:42:43Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10530/1611
dc.description A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2014 en_US
dc.description.abstract The main aim of the study was to explore factors which influence levels of teacher motivation at schools under the jurisdiction of uThungulu district in KwaZulu-Natal Province. In particular the study sought: • To determine factors that influence levels of teacher motivation at both primary and secondary schools in the said district • To determine the effects which these factors have on the teachers’ daily teaching and learning activities at schools where they are employed, and • To explore teachers’ views or opinions with regard to what they think the employer should do to improve the conditions of service as professionals, A purposive sampling design was adopted to draw a sample of 120 teachers from 8 primary and 7 high schools falling under uThungulu district. The researcher used a questionnaire to collect data from the respondents. Both qualitative and quantitative methods were used to analyze data. Data from close- ended questions was analyzed by means of descriptive statistics. Raw data was converted into percentages, and then it was spatially represented by means of bar graphs and pie-charts. Content analysis was used to analyze qualitative data after identifying and grouping together similar themes in the protocols. The results of the study showed inter alia that low salaries, learner discipline, lack of security at schools, political interference in the education system, ever-changing education policies, and lack of recognition were the most important factors which impacted on the level of teacher motivation. There was also an indication that lack of teaching and learning resources such as textbooks and computers, overcrowding in the classrooms, corruption, and lack of adherence to the guidelines for promotions all contribute to teachers becoming demotivated in their attempt to execute their duties in a dedicated and responsible manner. There was a general agreement among the respondents that the employer needs to address the workers concerns as one way of improving the working conditions in the teaching profession. They felt that the salaries that they earn were not worth the amount of work they had to carry out on a daily basis at schools. Another factor which emerged was the issue of orphaned children who were breadwinners in their families because of HIV and AIDS pandemic, as well as high rate of teenage pregnancy. Teachers felt they had become social workers and sometimes even nurses which professions they were never trained for. This situation, which was indicated to be even worse at high schools, had greatly forced teachers to portray these other roles, putting their very own lives at risk. In the process they felt their profession was being greatly compromised. en_US
dc.publisher University of Zululand en_US
dc.subject motivation --teachers --education en_US
dc.title Factors influencing levels of teacher motivation at schools in Uthungulu District en_US
dc.type Thesis en_US

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