FACTORS THAT INFLUENCE THE JOBSATISFACTION OF SCHOOL PRINCIPALS

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RESEARCH METHODOLOGY AND DESIGN

In chapters 2 and 3 an in-depth literature study on job satisfaction was presented. In chapter 2 the researcher examined the job satisfaction theories, and in chapter 3 the research results that focused on the job satisfaction of educators, specifically the job satisfaction of principals.Issues from these two chapters form the content of this chapter where specific research questions are stated and the research design is explained. The research design followed in the empirical investigation of the study will be outlined in this chapter. The specific research questions, hypotheses and the research methods used will also be stated and explained.

SPECIFIC RESEARCH QUESTIONS AND HYPOTHESES

The general research problem, stated in chapter 1 (see 1.1), reads as follows:What influences the job satisfaction of principals of previously disadvantaged secondary schools in the North West Province?Below follows the specific research questions that were formulated from the literature review. In chapters 2 and 3 the various factors that influence the level of job satisfaction of principals were highlighted. The factors raised in the literature review were formulated as specific research questions. Each question is followed by its corresponding hypothesis. Thus the views of the selected principals on various influences on their job satisfaction could be determined.

ETHICAL MEASURES Informed consent

‘Informed consent’, according to Strydom (1998:25), implies communicating accurately all possible information about the research to potential participants so that they can make an informed choice whether to be participants or not. The researcher had to give the prospective participants a description of all the features of the study that might reasonably influence their willingness to participate (Christensen & Johnson 2008:109).All the participants in this research were adults and were able to give their own consent. The researcher supplied all the details about the purpose, procedures, risks, and the benefits of the research to the participants prior to starting with the research.

Voluntary participation

Participants in this study were given a choice to participate or not. They were also given the assurance of the chance to withdraw if they so wished.

Anonymity and confidentiality

The participants were all assured by the researcher that all the information provided by them would be held in strict confidence. The participants were requested not to include their names, addresses, or the names of their schools.

RESULTS AND DISCUSSION INTRODUCTION

The previous chapter dealt with the research methodology and design. Questionnaires were used for the quantitative phase of the research and individual interviews were conducted with the principals for the qualitative phase.In this chapter the quantitative results and the qualitative findings will be presented and explained. Results were arrived at, emanating from the questionnaire and the individual interviews that were used to collect the data. Also, deductions were made and interpreted.

RESULTS OF THE QUANTITATIVE PHASE

Thirty questionnaires were distributed to principals from previously disadvantaged schools and all were received back, giving a response rate of 100%. The results of the questionnaires are presented in the nine tables below. This is followed by the responses to the three structured questions that were given to the same 30 respondents at the end of the structured section of the questionnaire.
How principals experienced the physical working environment and conditions at school
The respondents indicated that they were only “partly happy”. Dissatisfaction was in respect of: the red-tape one has to handle to get something done; and having “…to wait forever to get anything done”; the lack of maintenance of the school grounds and buildings; and the shortage of sports facilities.
How principals experienced their school cultures
On defining their school culture, the principals’ responses ranged from an undefined ‘school culture’: “It is difficult to define…”, to those who thought that they were in the process of building something,“…let me say something is developing and it is positive”; and“I am currently trying to build something”.There were also those responses that showed that some form of culture had already been established. For example:“The institution espouses values of respect, cooperation, believing in one another, good relations and a spirit of togetherness”. “…we strive for excellence…we value the respect of our colleagues”.“It is transformed. When I first came in it was called “yozo-yizo”, everyone did what they wanted”.
What principals experienced as satisfiers and non-satisfiers
About half of the principals indicated satisfaction with their work in spite of various challenges. Job-satisfiers included: the performance and progress of learners; a love for working with people that respect them and make them feel good about themselves; and opportunities for development and self-actualisation.However, half of the interviewees were not satisfied with their jobs and were eager to leave the profession. Most of the factors that resulted in dissatisfaction were related to the Department of Education in some way; the people they had to deal with on a daily basis; and the lack of training to be a principal.Regarding the Department of Education, frustration was caused by the red-tape required by the department; their policies; and a system of extreme control:“Red-tape, lots of red-tape from the Department of Education. The processes are frustrating. It is like you have no mind and have to run everything past them”.“Policies from the Department… are frustrating and the implementation of some of them is so impractical”.“Interference from the Department”.
“The way the Department deals with principals … it is like we are not educated professionals… the policies that the Department has are above the principal.”
“Before you stretch your arm you have to check if the policy allows you to do it. It is madness”.

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SUMMARY

This study investigated the factors that affect the job satisfaction of principals of previously disadvantaged secondary schools in the North West Province. The aims of the study were to determine empirically, by quantitative and qualitative means, the factors that influence the job satisfaction of the principals, and to make recommendations on ways to improve their job satisfaction. In the quantitative phase the research design was a survey. Data were collected from a purposefully selected sample of 30 principals of 30 secondary schools conveniently situated in rural villages and townships, which were accessible. Thereafter a phenomenological approach was used to select eight principals from the same sample. The aim was to, by means of interviews, seek clarity on the trends observed in the quantitative phase. The researcher purposefully selected participants of maximum variation regarding gender, geographical location and years of experience.
The results showed that the factors that enhanced the job satisfaction of the selected principals related to the nature of their work in the sense that it was stimulating, it was viewed as important, and varied. They were also satisfied with their interpersonal relationships. These were linked to cooperative staff members; appreciative colleagues and supervisors; well-behaved learners; and supportive parents.
There were, however, also factors that led to the job dissatisfaction of the principals. In particular, the majority of the principals were frustrated with poor management on the part of the Department of Education. This had to do with a lack of autonomy of the principals, excessive bureaucracy, and poor policies. The principals believed that these policies exacerbated their problems with ill-disciplined learners; the poor work ethics of the educators; poor matriculation results; their pitiable physical working conditions; and with uninvolved parents. The results also showed that the principals thought their workloads were not well-aligned with their salaries, and that reward systems were needed.

CHAPTER 1: INTRODUCTION AND OVERVIEW
1.1 INTRODUCTION AND PROBLEM STATEMENT
1.2 AIMS OF THE RESEARCH
1.3 DEFINITION OF CONCEPTS
1.4 RESEARCH DESIGN AND METHODOLOGY
1.5 DIVISION OF CHAPTERS
1.6 SUMMARY
CHAPTER 2: THEORIES ON JOB SATISFACTION
2.1 INTRODUCTION
2.2 BACKGROUND
2.3 CONTENT THEORIES
2.4 DISCUSSION OF THE NEEDS THEORIES
2.5 PROCESS THEORIES
2.6 IMPLICATIONS FOR MANAGING PRINCIPALS
2.7 THE THEORIES AND THEIR IMPLICATIONS FOR JOB SATISFACTION
2.8 SUMMARY
CHAPTER 3: FACTORS THAT INFLUENCE JOB SATISFACTION
3.1 INTRODUCTION
3.2 OVERVIEW OF FACTORS THAT INFLUENCE THE JOBSATISFACTION OF SCHOOL PRINCIPALS
3.3 JOB SATISFACTION AND BACKGROUND FACTORS
3.4 JOB SATISFACTION AND ORGANISATIONAL PRACTICE
3.5 JOB SATISFACTION AND ORGANISATIONAL STRUCTURE
3.6 SUMMARY
CHAPTER 4: RESEARCH METHODOLOGY AND DESIGN
4.1 INTRODUCTION
4.2 SPECIFIC RESEARCH QUESTIONS AND HYPOTHESES
4.3 ETHICAL MEASURES
4.4 THE RESEARCH DESIGN
4.5 SUMMARY
CHAPTER 5: RESULTS AND DISCUSSION
5.1 INTRODUCTION
5.2 RESULTS OF THE QUANTITATIVE PHASE
5.3 FINDINGS OF THE QUALITATIVE PHASE
5.5 SUMMARY
CHAPTER 6: CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS
6.1 INTRODUCTION
6.2 CONCLUSIONS
6.3 RECOMMENDATIONS
6.4 LIMITATIONS OF THE STUDY
6.5 SUMMARY
BIBLIOGRAPHY