THE FACTORS AFFECTING EDUCATORS’ JOB PERFORMANCE AND JOB SATISFACTION IN SELECTED REKOPANTSWE AO SECONDARY SCHOOLS
BY
K.GILBERT PULE
A FULL DISSERTATION SUBMITTED IN THE FULFILLMENT OF THE REQUIREMENT FOR MASTERS IN EDUCATION DEGREE IN THE SCHOOL OF EDUCATION LEADERSHIP DEVELOPMENT
NORTH-WEST UNIVERSITY
MAFIKENG CAMPUS
SUPERVISOR: PROF. P.C. MOOROSI
i DECLARATION
I, K. GILBERT PULE declare that:
THE FACTORS AFFECTING EDUCATORS’ JOB PERFORMANCE AND JOB SATISFACTION IN SELECTED REKOPANTSWE AO SECONDARY SCHOOLS
is my own hard earned effort and that all the sources used or quoted have been acknowledged and indicated by means of complete reference. This study was not submitted by me at any university for a degree or examination.
. . . November 2015 K.G.Pule
ii DEDICATION
This piece of research study is devoted to my family and all selfless educators in the department of education, especially in the Rekopantswe Area Office.
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ACKNOWLEDGEMENTS
I wish to thank God Almighty in the name of Jesus Christ for granting me courage, perseverance, industriousness and wisdom to complete this outstanding work.
My sincere appreciation, acknowledgements and gratitude flow to the following individuals: My supervisor, Professor Pontso` Moorosi. This lady is one of the rare individuals I have
ever worked with. She tirelessly encouraged, guided, motivated and supported me throughout until the completion of this dissertation.
Mr Sabelo Chizwina, the librarian for his unending assistance in getting different relevant articles and lot of other information throughout this study.
All educators who agreed to offer me their valuable and precious time by answering the questionnaire and participating in the interviews.
Professor Ntebo Moroke for her assistance in the statistical procedures.
My wife Dinah Pule and daughter Omaatla Pule for at least allowing me to steal their family time.
Finally, Mr Joel Moletsane for his assistance in exceptionally editing this study.
iv ABSTRACT
The purpose of this study was to determine the factors affecting educators’ job performance and job satisfaction in selected Rekopantswe AO schools of the North-West Province. The literature study was carried out on relevant theories, outcomes of previous studies involving similar issues and empirical inquiry tailed. The researcher used a sequential explanatory strategy i.e. a mixed-methods starting with quantitative method followed by qualitative method. The structured questionnaire was used in the quantitative phase in which 150 survey instruments were issued but 132 responses were received/returned. The second part, the qualitative phase used interviews with 10 educators who also took part in the quantitative phase. The findings suggest that educators generally have a variety of challenges in different schools that affect their job performance and job satisfaction. These factors included lack of support, inadequate remuneration, learner ill-discipline, challenges in learner assessments and promotions, learner age cohort, fraudulent promotional posts, underachieving learners, lack of safety and security, school location, congested work schedules, overcrowding and overload as well as poor leadership styles. The findings further indicate that a lack of satisfaction in one’s job results in demotivation which affects the job performance of educators, suggesting a relationship between job performance and job satisfaction. This agrees with Spector (2008) who maintains that there is a two-way link connecting job performance and job satisfaction. The study concludes that satisfaction may usher improved job performance and performance may show the way to job satisfaction. The study then recommends that the national treasury and DBE should look into the overview of market-related remuneration packages to attract new educators, hence addressing poor salaries and most probably shortage of educators as an
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TABLE OF CONTENTS
Page No
CHAPTER I: INTRODUCTION TO THE STUDY ……….. 1
1.1. INTRODUCTION ……… 1
1.2. BACKGROUND ……….. 2
1.3. MOTIVATION FOR THE RESEARCH ………. 2
1.4. PROBLEM STATEMENT ……….. 3
1.5 RESEARCH QUESTIONS ………... 4
1.6. AIMS OF THE RESEARCH ………... 4
1.7. DEFINITION OF CONCEPTS ……… 5 1.7.1. Educator ………. 5 1.7.2. Job Performance ……… 6 1.7.3. Job Satisfaction ……….. 6 1.8. CHAPTERS OUTLINE……… 7 1.9. SUMMARY………. 7
CHAPTER 2: LITERATURE REVIEW……… 8
2.1. INTRODUCTION……… 8
2.2. RESEARCH STUDIES ON EDUCATORS’ JOB PERFORMANCE AND JOB SATISFACTION ……… 8
2.2.1. Some Studies on Educators’ Job Performance ………. 8
2.2.2. Some Studies on Educators’ Satisfaction ………. 9
2.2.3. Relationship between Job Performance and Job Satisfaction ………... 9
2.3. FACTORS THAT AFFECT THE EDUCATORS’ JOB PERFORMANCE AND JOB SATISFACTION ………... 10
2.3.1. Demographic Factors ……… 10 2.3.1.1. Age ………. 11 2.3.1.2. Gender ……… 12 2.3.1.3. Educational Status ……….. 12 2.3.1.4. Working Experience ………... 12 2.3.2. Organisational Factors ………... 13 2.3.2.1. Organisational Communication ……….. 13
2.3.2.2. Issues related to Departmental Policies ……….. 13
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2.3.2.4. Discipline, Safety and Security ……….. 15
2.3.2.5. Physical Working Conditions ………. 16
2.3.3. Classroom Related Factors ……… 17
2.3.3.1. Educator Autonomy ………... 18
2.3.3.2. Educator workload ………. 18
2.3.3.3. Interpersonal relations ……… 19
2.4. THEORIES ON JOB PERFORMANCE ………. 2.4.1 Expectancy Theory ……… 22 2.5. THEORIES ON JOB SATISFACTION ……….. 24
2.5.1. Maslow’s Hierarchy of Needs Theory ……….. 24
2.5.2. Herzberg Two-factor Theory ………. 25
2.6. SUMMARY ………. 28
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY ………... 29
3.1. INTRODUCTION ……… 29
3.2. RESEARCH DESIGN ………. 29
3.3. QUANTITATIVE PHASE ………... 30
3.3.1. Population and sampling ………... 30
3.3.2. The collection instrument (questionnaire) and variables ……….. 31
3.3.3 Validity and Reliability ……….. 32
3.3.4. Pilot study ……….. 33
3.3.5. Data Analysis and Statistical Techniques ………. 33
3.4. QUALITATIVE PHASE ………. 34
3.4.1. Participant Selection ……….. 34
3.4.2. Interview Questions ………... 34
3.4.3. Data Collection Strategies ………. 35
3.4.5. Measures to ensure trustworthiness ………... 36
3.4.6. Data analysis ……….. 37
3.5. ETHICAL MEASURES ………... 37
3.5.1. Competency of the researcher ………... 38
3.5.2. Relationship with interviewees ………. 39
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3.5.5. Deception of participants ……….. 39
3.5.6. Debriefing ……….. 40
3.5.7. Acknowledgement of the limitations ……… 40
3.5.8. Effect put forth by sponsors ……….. 40
3.5.9. Acceptance of nepotisms, donations, hand-out, etc. ………. 40
3.5.10. Preservation of objectivity ……….. 40
3.5.11. Permissions at schools ……… 41
3.5.12. Notifying contributors about the findings ……….. 41
3.5.13. Concluding written report ………... 41
3.6. SUMMARY ………. 41
CHAPTER 4 DATA PRESENTATION AND ANALYSIS ………... 42
4.1. INTORDUCTION ……… 42
4.2. QUANTITATIVE PHASE ………... 42
4.2.1. Section A: Biographical data ………. 43
4.2.2. Section B: Organisational factors ……….. 49
4.2.3. Section C: Classroom related factors ……… 51
4.2.4. Determining the relationship between educators’ job performance and job satisfaction using Pearson’ correlation coefficient ……….. 53
4.2.5. General statements on job performance and job satisfaction ……… 56
4.2.5.1. Mention any significant factors which you strongly believe may affect your job performance ……….. 56 4.2.5.2. Mention any significant factors which you strongly believe may affect your job satisfaction ……….... 57 4.2.6. Relationship between some of the demographic variables and job performance and job satisfaction ……… 58 4. 3. QUALITATIVE ANALYIS OF INTERVIEWS ……… 71
4.3.1. Educators’ views on job performance ………... 72
4.3.2. Educators’ views on factors affecting job performance ……… 73
4.3.3. Educators’ views on job satisfaction ………. 77
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4.3.5. Educators’ views on the relationship between job performance and job satisfaction ………...
81
4.4. SUMMARY ………. 82
CHAPTER 5 DISCUSSION OF FINDINGS ……….. 83
5.1. INTORDUCTION ……… 83
5.2. DISCUSSION OF DEMOGRAPHICAL DATA ………. 83
5.3. DISCUSSION OF THE FACTORS AFFECTING JOB PERFORMANCE ... 86
5.4. DISCUSSION OF THE FACTORS AFFECTING JOB SATISFACTION … 91 5.5. THE RELATIONSHIP BETWEEN JOB PERFORMANCE AND JOB SATISFACTION ………. 95
5.6. SUMMARY ………. 96
CHAPTER 6 CONLUSIONS AND RECOMMENDATIONS ………. 97
6.1. INTRODUCTION ……… 97
6.2. ANSWERING OF RESEARCH QUESTIONS ………... 96
6.2.1. What factors affect the job performance of educators in the selected schools? ………... 97
6.2.2. What factors affect the job satisfaction of educators in the selected schools? ………... 102
6.2.3. Is there a relationship between job performance and job satisfaction of educators? ……… 103
6.3. RECOMMENDATIONS ………. 105
6.3.1. Recommendations for policy makers and SMTs ……….. 105
6.3.2. Recommendations for supplementary research ………. 107
6.4. LIMITATIONS ……… 108
6.5. CONTRIBUTIONS OF THE STUDY ……… 108
6.6. SUMMARY ………. 109
REFERENCES………. 110
ix APPENDICES Appendix A………. 123 Appendix B………. 124 Appendix C………. 125 Appendix D………. 126 Appendix E………. 127
x LIST OF FIGURES
2.1. A model of the expected effects of organisational communications on job
performance……….16
2.2. Expectancy Theory Components……….23
2.3. Maslow Hierarchy of Needs Theory………....24
2.4. Herzberg’s Two-Factor Theory………...26
4.1. Gender………...43 4.2. Age………....43 4.3. Marital Status………...44 4.4. Home Language………....45 4.5. Race………...45 4.6. Nature of Employment………...45 4.7. Highest Qualification………....46 4.8. Current Position………46 4.9. Working Experience……….47 4.10. Class Averages………....47 4.11. School Location………...48
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LIST OF TABLES PAGE No:
4.1. Grade(s) Teaching………49
4.2. Reliability Statistics for Organisational Factors……….49
4.3. Organisational Factors……….50
4.4. Reliability Statistics for Classroom Related Factors……….51
4.5. Classroom Related Factors………..52
4.6. Relationship between Organisational Factors and Classroom Related Factors……..53
4.7. Significant factors affecting job performance……….55
4.8. Significant factors affecting job satisfaction………..57
4.9. Association between nature of employment and organisational factors of job performance……….59
4.10. Association between nature of employment and organisational factors of job satisfaction………60
4.11. Association between nature of employment and classroom related factors on job performance………..60
4.12. Association between nature of employment and classroom related factors on the job satisfaction………61
4.13. Association of current position and organisational factors on job performance…….62
4.14. Association between current position and organisational factors on job satisfaction….63 4.15. Association between current position and classroom related factors on job Performance……….64
4.16. Association between current position and classroom related factors on satisfaction…65 4.17. Association between qualification and organisational factors on job performance…..66
4.18. Association between qualification and organisational factors on job satisfaction…….66
4.19. Association between experience and organisational factors on job performance……..67
4.20. Association between experience and organisational factors on job satisfaction……..68
4.21. Association between experience and classroom related factors on job performance….69 4.22. Association between experience and classroom related factors on job satisfaction….70 4.23. Working experience and grade(s) teaching cross tabulation………...71
xii ACRONYMS
ABET Adult Basic Education and Training
ACE Advanced Certificate in Education
ANA Annual National Assessment
ANOVA Analysis of Variance
AO Area Office
CAPS Curriculum and Assessment Policy Statement
CTA’s Common Tests for Assessments
DBE Department of Basic Education
DA Developmental Appraisal
DoE Department of Education
E-P Expectancy
ELRC Educators Labour Relations Council
FET Further Education and Training
HOD Head of Department (school based)
IQMS Integrated Quality Management System
LTSM Learner Teacher Support Material
MF Motivational Force
NAPTOSA National Professional Teachers’ Organisation
NCS National Curriculum Statement
NEPA National Education Policy Act
NMM Ngaka Modiri Molema
NWU North West University
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PGCE Post Graduate Certificate in Education
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PM Performance Management
P-R Instrumentality
PSF Professional Support Forum
QLTC Quality Learning and Teaching Campaign
RNCS Revised National Curriculum Statement
SADTU South African Democratic Teachers Union
SASA South African School Act
SGB School Governing Body
SKAV Skills, Knowledge, Attitude and Values
SMT School Management Team
SPSS Statistical Programme for the Social Science
VIE Expectancy-Valence-Instrumentality
V(R) Valence
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CHAPTER 1: INTRODUCTION TO THE STUDY
1.1.INTRODUCTION
This study investigates the factors affecting job performance and job satisfaction of educators in the selected Rekopantswe Area Office schools of the North-West Province in South Africa. South African schools are distinguished by very serious restricting school culture that offers its educators insufficient or no fulfilment in their jobs or occupation (SADTU, 2003:3). Improving productivity of educators therefore, remains a significant challenge facing the country‟s schooling system.
Mohlala (2015:1) asserts that the department of education has been besieged by obstacles stretching from miserable learner performance, deficiency of elementary infrastructure in numerous schools throughout the country as well as over-crowding, to the absence of competency at district offices to supply learner materials (general textbooks and national workbooks) to different learning sites on schedule. To lay stress on this, Strydom, Nortje`, Beukes, Esterhuyse and van der Westhuizen (2012) also indicate indiscipline among learners, overcrowded classrooms, learner-teacher-parent divided loyalty, insubstantial learning materials and various determinants as some of supplementary challenges impacting on educators‟ degrees of motivation. These challenges are explored in this study amongst other possible factors which affect educators‟ job performance and job satisfaction.
Haywards (2009:4) holds educating in government schools particularly secondary schools as part of ten most irksome jobs, while Kyriacou (2001: 29) considers teaching as an immensely exhausting profession. Studies carried out by Kallaway (2007) and Kelehear (2004) established that educators are disgruntled around a handful of matters like organisational matters pertaining to their occupation. These matters embrace educators‟ employment, livelihood circumstances and diverse external as well as internal influence (Jinyevu, 2013:88). The external influence may encompass amongst others; curriculum modification, remuneration, parental alliance, post security, and more, whilst the internal influence may incorporate conducive employment atmosphere, learner discipline, learner teacher support materials, and others (Iwu, Gwija, Benedict & Tongeh, 2013:848). This is not an exhaustive list and this study intends to explore other factors affecting educator‟s job performance and job satisfaction in some selected schools in the South African context.
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The study is based on the premise that a complete understanding of factors affecting educators‟ job performance and job satisfaction is to be made for the betterment of employment contracts and educators‟ working conditions in general. In order to perform in their jobs, endeavours need to be made to ensure that educators are well motivated and experience job satisfaction. This research was therefore conducted to determine what factors affect the educators‟ job performance and job satisfaction in the South African context.
1.2. BACKGROUND
The study was located in the Rekopantswe Area Office (AO) in Ngaka Modiri Molema (NMM) district – North West Province. The AO comprises mainly of rural schools scattered in deep rural villages and Montshioa township. Although NMM is one of the best performing districts in the province, educators in the Rekopantswe AO have challenges which hinder them to do their job to the fullest potential.
Meagre job performance and job dissatisfaction is not an exclusive predicament to South Africa. In fact, the majority of advanced countries similar to the US and Israel initiated market-navigated or stimulus-based rehabilitation in education (Eberts, Hollenbeck & Stone, 2002) and performance-interconnected benefits pay (Lavy, 2004) to upgrade the standard of formal education. There was an intensive advancement in Israel than in the US in uplifting job performance. The advancement in Israel was from extra lessons, raised responsiveness to learners‟ necessities and mutations in teaching-learning approaches. Eberts, et al. (2002) and Lavy (2004) conclude that these advancements were the outcomes of performance-interconnected inducements advocating educators felt motivated or satisfied.
South African studies on educators‟ dissatisfaction revealed that dis-satisfiers involved work challenges or enormous workloads, nominal progress opportunities and guidance as well as employment uncertainties (Naidoo, Botha & Bisschoff, 2013). Nonetheless, this study pushes the matter further by investigating current issues. Educator motivation is found to be the main spring of unsatisfactory performance in secondary schools (Mji & Makgato, 2006). Maforah and Shulze (2012) found that towering obligations put on educators to pick up performance of learners is also a significant origin of dissatisfaction.
1.3. MOTIVATION FOR THE RESEARCH
The researcher has been an educator in the Rekopantswe AO for twenty three years. As a teacher and head of department (HOD) in one of the secondary schools in the AO, I have
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observed low morale and general malaise.This implied that educators need to be supported with capacity building mechanisms to boost their morale in the teaching fraternity which could enhance their job performance and job satisfaction.
Informal interactions with educators in the AO during professional support forums, union and sports meetings, workshops and seminars, revealed that educators face serious challenges which conflict with their levels of job performance and job satisfaction at schools. They indicated concerns about unacceptably high proportion of educators employed in public schools system being badly motivated to a blend of depleted morale and job satisfaction.They further highlighted issues of changing curriculum policies, inadequate learner teacher support materials (LTSM), integrated quality management systems (IQMS) and many others as few are being mentioned. SADTU (2005) further argues that these are some grounds that justify negative perspectives to official appraisal system particularly classroom visits which educators perceive are unwarranted, incompatible and more of answerability session than advancement. Wadvalla (2005) argues that IQMS in most schools is seen as a monster, time-consuming and futile exercise but efficient schools are able to manage and mediate this process.
Against this backdrop, the study investigated factors that affect job performance and satisfaction of educators. An investigation which reveals factors that affect educators‟ performance and job satisfaction is of utmost importance for the AO for improvement and remediation. This study is envisaged to contribute to that knowledge and understanding of factors affecting educators‟ performance and job satisfaction. This research is pertinent to South African education context since it provides relevant information about factors affecting job performance and job satisfaction of local educators. An attempt has been made to formulate the problem statement.
1.4.PROBLEM STATEMENT
The South African education system has gone through substantial transitions since 1994. In particular, the educator labour force has had to handle manifold innovations from a diversity of sources. There have been continued reforms of curriculum, educators‟ needs and educator- learner teaching materials since 1994 in accordance with Chisholm (2004) as cited in Strydom, et al. (2012:256). Besides, the Constitution of the Republic of South Africa (1996) and the South African Schools‟ Act (1996) granted all school going child in the republic a right to (quality) education, a shift that has unlatched admittance and uniformly led to
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magnified enrolments in state schools that have not been backed by equivalent rise in educator posts.
Regardless of these differences and trials, there has been an anticipation for positive matriculation outcomes, putting extensive constraint on the educators who are devastated by workloads (Chisholm, Hoardley, Kivulu, Brookes, Prinsloo, Kgobe, Mosia, Narsee & Rule, 2005), policy changes, educators‟ personal health concerns (Peltzer, Shisana, Zuma Van Wyk, & Zungu-Dirway, 2009) and socio-economic matters across the board. As previous studies have shown, factors that affect educator job performance and job satisfaction are influenced amongst others by educational changes within a given country. It is desirable to study factors affecting educator‟s job performance and job satisfaction in more recent times that have seen increased educational changes because the South African educational system is continually changing. The purpose of this study was therefore to investigate factors that affect educators‟ job performance and job satisfaction.
1.5. RESEARCH QUESTIONS
The following main research question was therefore addressed:
What factors affect educators‟ job performance and job satisfaction in the selected Rekopantswe AO secondary schools?
The nucleus of this problem under investigation was best articulated through the following sub-questions:
What factors affect the job performance of educators in the selected schools? What factors affect the job satisfaction of educators in the selected schools? Is there a relationship between educator‟s job performance and job satisfaction? Having stated the research problem and sub-problems, an attempt was made to formulate the aims of the research study.
1.6.AIMS OF THE RESEARCH
In view of the main research problem formulated above, the broad aim of this research study was to describe educators‟ job performance and job satisfaction in Rekopantswe AO. The empirical research investigation was carried out with the following primary aim:
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To determine and describe factors affecting educators‟ job performance and job satisfaction of the selected Rekopantswe AO schools.
The following secondary aims were identified in order to achieve this above-mentioned primary aim:
To determine the factors affecting job performance of educators. To determine the factors affecting job satisfaction of educators.
To determine any relationship between educators‟ job performance and job satisfaction.
These aims are addressed thematically through the literature review, presentation and discussions in subsequent chapters.
1.7.DEFINITION OF CONCEPTS
The terms in this research are defined and/or clarified contained by the context of usage.
1.7.1. Educator
Education Law and Policy Handbook (1999:3A-4) indicates that an educator is any individual who educates, or teaches, or trains general public, or delivers professional education amenities, as well as therapy and educational-psychology service area at any community secondary school, further education and training institutions, adult basic education centres, and who is employed in any post educator establishment.
The term„educator‟ is used in this study and can be synonymously be used with a “teacher” which embraces the school principal, deputy principal as well as departmental heads. An educator is a classroom practitioner who deals with prescribed instructions to learners and whose professional actions are to impart knowledge, attitudes as well as skills that are specified to learners registered in the school educational program (Van Amelsvoort, Hendricks & Scheerens, 2000).
For the purpose of this study, an educator is any individual who is formally in a job by the School Governing Body (SGB) or the Department of Basic Education (DBE) to teach or educate and/or basically provides curricular and extra-curricular knowledge, attitudes, skills as well as values to learners in a secondary school being either post level 1, or head of the department (HOD), or deputy principal, or principal.
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1.7.2. Job performance
Educator performance in accordance with Tinofirei (2011:12) is the timeous, cost-effective and successful discharging of mutually considered and acknowledged tasks by an educator as assigned by the department of education. Hussin (2011) as cited in (Jinyevu, 2013:82) points out that “job performance refers to putting knowledge and skills in practice so that work can be done effectively and efficiently”. Nevertheless, the ability and productiveness of educators in discharging their professional duties can be influenced by factors such as personal qualities and organisational influence which may impinge on educator job performance either negatively or positively.
1.7.3. Job satisfaction
Job satisfaction can be outlined on an array of methods rooted on suitable literature. Gathungu and Wachira (2013:4) define job satisfaction as the overall outcomes of the pleasing or bad attitude kept by a single job-holder at a designated time. Ilham (2009) cited in Jinyevu (2013:82) posits that job satisfaction is “a positive or negative aspects of employee‟s attitudes towards their job or some features of the job”. Hulin and Judge (2003) as cited in Saiti and Papadopoulos (2015:74) point out that job satisfaction involves multidimensional subjective reactions to one‟s profession and that these responses have behavioural, mental and emotive controversies.
Sempane, Rieger and Roodt (2002) aver that job satisfaction narrates to employees‟ personal assessment of their jobs in contrast to those matters that are imperative to them. The emotions of the individuals are enveloped in those assessments, consequently educators‟ intensities of job satisfaction waves considerably on their private, social and employment lives, and hence also impact their behaviour and job performance in one way or the other. Spector (2008) and Buitendach and De Witte (2005) have the same sentiments. They posit that job satisfaction is a prompting and emotional reaction that reveals how individuals feel about their occupations and a number of elements in their jobs.
1.8. STRUCTURE/CHAPTER DIVISION
Makhanya (2006) asserts that this subdivision assists to specify what the researcher aims to argue in every chapter.
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Chapter 1.Introduction to the study.
It contains an introduction and background to the investigation, motivation of the research, statement of the problem, aims of the study, demarcation of the study, definitions of concepts, chapter division and summary
Chapter 2. Literature review.
An elucidation of the concepts job performance and satisfaction is done in this chapter. It further elaborates on factors affecting job performance of educators and job satisfaction. Older and newer theories were discussed. It also covers the effects the levels of job satisfaction and motivation. Particular consideration was given to South African context.
Chapter 3. Research design and methodology.
The chapter deals with how the empirical investigation was conducted. It covers research designs and methodologies, instrumentation, validity and reliability on the research instrument, measures to ensure trustworthiness, data collection and processing.
Chapter 4. Data analysis and presentation of findings.
The results of study are presented in this chapter. It entails data analysis and interpretation.
Chapter 5. Discussion of findings
This chapter reflectson the discussion of findings and its summary.
Chapter 6. Conclusions and recommendations
1.9.SUMMARY
This chapter provided an introduction, background and motivation of the research, problem statement with sub-problems and aims. The definitions of some concepts surrounding the topic as well as summaries of chapters to follow were provided. The next chapter provides a review of literature some newer and older theories on job performance as well as job satisfaction.
8 CHAPTER 2: LITERATURE REVIEW
2.1. INTRODUCTION
This chapter presents a review of the literature on the subject of investigation. Shulze (2003) views literature review as a systematic, critical analysis and summary of existing literature which is in line with the research topic. It involves an in-depth reading of relevant selection of literature at hand such as articles, books, dissertations, magazines, reported news events in the newspapers, and opinions made on issues under investigation.
The present study aims at establishing factors affecting educators‟ job performance and job satisfaction in the Rekopantswe AO public schools. The literature related to the topic is briefly reviewed below. This literature review briefly presents an analysis and summary on some research studies on educator job performance and job satisfaction, theories on job performance and job satisfaction, demographic factors, organisational factors and classroom related factors.
An overview on job performance and job satisfaction is briefly provided below.
2.2. RESEARCH STUDIES ON EDUCATORS‟ JOB PERFORMANCE AND JOB SATISFACTION
2.2.1. Some studies on educators‟ job performance
Educator performance in accordance with Tinofirei (2011:12) is the timeous, cost-effective and successful discharging of mutually considered and acknowledged tasks by an educator as assigned by the department of education. Hussin (2011) as cited in (Jinyevu, 2013:82) points out that, “job performance refers to putting knowledge and skills in practice so that work can be done effectively and efficiently”. Nevertheless, the ability and productiveness of educators in discharging their professional duties can be influenced by factors such as personal qualities and organisational influence which may impinge on educator job performance either negatively or positively.
Veer (2004) as cited in Akram (2010:60) sets out and emphasize some factors affecting educator‟s performance. These factors are mastery in didactics, dispositions, quantity of educator talents, subject expertise, and complexion of teaching atmosphere. The study by Akram (2010) was to relate teaching performance to gaining knowledge of learners and further tailored to evaluate the conjunction between few aspects as well as performance in
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schooling. There are copious external elements that influence the manner educator effects resolutions in a classroom. These elements incorporate to some level the expectations or projections of the society, the specific school establishment in which the educator is having a job, school itself, class policies, parents and learners (Akram, 2010). The majority of the external elements emerge paradoxical, and it is the competence of classroom educator to fuse them into an operational order while amalgamating them with an assortment of internal elements (Akram, 2010).
2.2.2. Some studies on educators‟ job satisfaction
Job satisfaction can be outlined on an array of methods rooted on suitable literature. Gathungu and Wachira (2013:4) define job satisfaction as the overall outcomes of the pleasing or bad attitude kept by a single job-holder at a designated time. Ilham (2009) cited in Jinyevu (2013:82) posits that job satisfaction is “a positive or negative aspects of employee‟s attitudes towards their job or some features of the job”. Hulin and Judge (2003) as cited in Saiti and Papadopoulos (2015:74) point out that job satisfaction involves multidimensional subjective reactions to one‟s profession and that these responses have behavioural, mental and emotional conflict. These definitions clearly indicate that job satisfaction is the result of emotional issues in the workplace.
Mullins (2007:34) indicates that the capability of educator‟s performance and educator job satisfaction revolves considerably on the “concept of psychological contract” (mute agreement) amidst educators and the school. He further advocates that psychological agreement is an unofficial written agreement as it conceals a series of interactive anticipations and wants resulting from the educator-school alliance. The school continues to be an educational organisation as well as “behind any organisation there are people” (Mullins, 2007:34), whose conduct highlights a critical task in the viability, competence and success of the school.
Gesinde and Adejumo (2012) found that age band and educational achievements had no impressive distinctions on the educator‟s satisfaction degree as well as the experience of educators absolutely recount to job satisfaction whereas their survey did not furnish any confirmation of a gender outcome. The findings of Iwu, et.al (2013:838) suggest that a considerable number of motivated educators feel job satisfaction and they perform excellently than companions who are shabbily motivated.
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2.2.3. Relationship between job performance and job satisfaction
There is a two-way link connecting job performance and job satisfaction (Spector, 2008). In the first place, satisfaction may usher improved job performance, i.e. people who like their jobs are industrious and aspire to perform more competently. In the second place, performance may show the way to job satisfaction, i.e. educators who perform proficiently are anticipated to gain from that job performance and those gain could intensify their job satisfaction. The findings by Jinyevu (2013:82) show that “not only a positive correlation between job satisfaction dimensions and employees performance, but also positive influence of job satisfaction thus satisfied employees are highly motivated, have higher job morale and perform better than those who are dissatisfied”. Job satisfaction in accordance with Ololube (2006:1) is the competency of educating as a career to discharge the demands of educators and polish up their job performance. This study therefore tries to establish whether there is any relationship between job performance and job satisfaction of educators.
2.3. FACTORS THAT AFFECT EDUCATORS‟ JOB PERFORMANCE AND JOB SATISFACTION
There are several factors that play a role in the job performance and job satisfaction of educators at their different schools. Evans (2001:304) maintains that there is an inextricable relationship between job performance and job satisfaction, which is seen as a complementary approach. In support of Evans, Spector (2008) also argues that there is a two-way link connecting job performance and job satisfaction.In the first place, satisfaction may usher improved job performance, i.e. people who like their jobs are industrious and aspire to perform more competently. In the second place, performance may show the way to job satisfaction, i.e. educators who perform proficiently are anticipated to gain from that job performance and those gain could intensify their job satisfaction.
The findings by Jinyevu (2013:82) show that “a positive correlation between job satisfaction dimensions and employees performance have higher job morale and performance better than those who are dissatisfied”. Job satisfaction in accordance with Ololube (2006:1) is the competency of educating as a career to discharge the demands of educators and polish up their job performance.
This study therefore tries to establish whether there is any relationship between job performance and job satisfaction of educators. The factors will be grouped in three main parts
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namely; demographic, organisational and organisational practice factor. The factors are mostly generic and are applicable to educational field and other fields of work although the sole focus is on the learning sites.
2.3.1. Demographic factors
Demography is referred to as “the numbers, settlement and movement of the target group” (Steyn, Steyn, de Waal &Wolhuter, 2002:128). According to Steyn et al. (2002:128), the numbers point to the numbers of educators, considering their age, gender and some special needs that should be served by the educational system. These numbers may have an effect on the learners, institution, curricula and differentiation, physical facilities and educators (Steyn et al., 2002:128). Steyn et al., (2002:128) posit that settlement of the target group is the places educators leave i.e. for example in this study either an educator resides in a village or township. Some of the mentioned factors are discussed below.
2.3.1.1. Age
Several research studies indicated different levels of motivation and job satisfaction of workers. Yezzi and Lester (2000) found that age and need to perform as antecedent of job satisfaction using a multiple regression-exclusive approach. Shulze and Steyn (2003:145) found that new entrants to employment and workers nearing retirement have higher motivation degrees than those in the in-between. Spector (2003:226) argues that these young employees are intrinsically motivated to make a better recognition as professionals. The job satisfaction among experienced (older) workers seemed to be higher as they are on the verge of retiring after serving their employer for a lengthy period. The above-mentioned findings are emphasized by Johnson and Johnson (2000); and Blood, Ridenour, Thomas, Qualls and Hammer (2002) who report that older employees tend to have higher levels of satisfaction in their jobs than young employees.
Shulze and Steyn (2003:145) and Spector (2003:226) elucidate job satisfaction and motivation (performance) of workers in different age groups as below:
Group 1: Educators between 20 and 27 years of age are committed to their marriages, kids and work as they are in the process of making a stable future for themselves and their families while leaving their own options open as cited by Shulze and Steyn (2003) from (NASSP Practitioner, 1995).
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Group 2: Educators between 28 and 33 years of age are worried about their career paths, marriages, parenting, location and owning homes.
Group 3: Between 34 and 39 years educators question their accomplishments or lack thereof and might experience intense stress.
Group 4: The ages from 40 to 47 years, is the period of disillusionment for many due to unfulfilled ambitions and feelings.
Group 5: Educators generally resist change and are fixed in values and purpose from 47 years to retirement.
In accordance with Herzberg, Mausner, Peterson and Capwell (in Crossman & Harris, 2006:32), as up to the age of 33 (group 1 & 2 above), educators experience higher degrees of job satisfaction at the beginning of their careers, mid-career decline in group 4 and increase towards the end of their career as in group 5. Oshagbemi (in Crossman & Harris, 2006:32) posits that older educators cope with job related challenges because they developed strategies, while Chaplain and Kinman (in Crossman & Harris, 2006: 32) argue that group 3 educators are the least satisfied because of the unfulfilled career ambitions and health or family challenges. The above outlined issues may affect job performance of educators as per the degree of their satisfaction.
2.3.1.2. Gender
Obineli (2013: 234) found no noticeable difference between female and male educators in their view of salary as the factor which affects job satisfaction in secondary schools. The above findings agree with opinion that financial support gives employees the material needs and psychological satisfaction (Obineli, 2013). The studies of Crossman and Harris (2006:32) suggests that both men and women show the same degrees of satisfaction whilst Hickson and Oshagbemi (in Crossman & Harris, 2006:32) argues that in the UK and elsewhere, women show higher degrees of satisfaction. This is further supported by Culpin and Wright (2002) who found that expatriate women especially in management felt very satisfied in their jobs due to significant impact they made on their colleagues.
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2.3.1.3. Educational status
Johnson and Johnson (2000) suggested that correlating qualifications with employees‟ jobs lead to positive job satisfaction. The view, indicate that more educated educators will experience a better job satisfaction if their job allocation is in line with their exact qualification i.e. subject specialisation. Gazioglu and Tansel (2002) maintain that employees with junior degrees and post graduates have lower levels of satisfaction in jobs than those with lesser qualifications.
2.3.1.4. Working experience
Iwuet al. (2013:842) found that only 13% of the respondents in their research have more than 20 years of experience which means that most of the educators do not have vast experience in the field. The confidence level in teaching skills may affect their motivation and job performance because most of these educators are still new in the teaching fraternity. In contrast, Johnson and Johnson (2000) argue that employees with longer service tend to be satisfied than less experienced employees. They further elucidated that there is an existence of the inverse relationship between job satisfaction and years of service and suggested that high experience is seen as a liability in some institutions while senior educators are given more respect. Obineli (2013:235) found unnoticeable disparity between less experienced and experienced educators in their views on promotions as the factor influencing job satisfaction.
2.3.2. Organisational Factors
2.3.2.1. Communication
Organisational communication is one of the pillars in a sound workplace. However, Pettit, Goris and Vaught (1997) as cited in Kamstra (2005:38) argue the notion that organisational communication affects the job performance and job satisfaction relationship.
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Figure 2.1: A model of the expected effects of organisational communication on job performance and job satisfaction
(Adapted from Pettit et al.., 1997:84).Source: Kamstra, 2005:38
If educators are exhibited to hearty communication, job performance will in succession improve, ruling to strengthened job satisfaction.
2.3.2.2. Issues related to some departmental policies
Departmental policies provide with guidelines on the way provisions of legislature must be implemented practically and it may be in a policy document or disseminated through circulars or notices (Oosthuizen, Botha, Roos, Rossouw& Smit, 2009). Steyn (2000) posits that policy is described by the intentions of what the education systems want to achieve and the way it have to be achieved. Educators are expected to implement policies of the department of education (Kallaway, 2007:30), whilst the very policies are formulated by Education Policy unit of DoE in which these poor implementers are not involved. Most educators are concerned that they actively involved in the transformation of schools and willing to participate in future issues involving the change in schools (Poppleton & Williamson, 2004:289).
The department of education looked over and made an enticing salary packages of new entrants in the teaching fraternity whereas the serving educators‟ salary packages were not addressed by the same token (Balt, 2005:1) and that closed the gap between the two pockets of educators. The department of education further presented career-pathing by effecting Occupation Specific Dispensation in 2008. This made it possible that subordinates salaried more than their seniors or supervisors i.e. post level 1 senior or master educator earning more than post level 2 (departmental head) and/or in some instances post level 3 who are deputy principals. Payscale (2011a-b: 1) indicates that there is no discrepancy between salaries of primary and secondary school educators whereas there is a vast difference between the needs,
Organisational communication
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demands and requirements of the two phases. In contrast, it is mentioned in 1.1. that secondary school teaching is one of the ten irksome jobs as compared to “rudimentary competencies in reading, writing and arithmetic” done by educators in primary schools (Fleisch, 2008:68).
The department of education has made a trial and error with three systems of educator evaluations which are Developmental Appraisal (DA), Whole School Evaluation (WSE) and Performance Measurement (PM). The three models were combined to form Integrated Quality Management System (IQMS) (De Clerq, 2008:13). The main aim of IQMS is to develop educators without any pre-judgement elevate and empower their teaching practices at schools but problems brewed from the system. According to SADTU (2002 & 2005), districts and senior managers failed to support educators in the areas identified for development. Hindle (2006) maintains that IQMS is a realistic tool for evaluation of educators and schools whereas other researchers believe less. Bloch (2009) and Taylor (2006) posit IQMS is based in the premise that there is a harmonious professional relationship between school management team and educators, but in reality there are so many dissatisfactions. IQMS is mainly focused on educators and does elaborate on anything concerning the accountability of the national department (Weber, 2005:70). The other concern by Weber (2005:70) is that IQMS has side-lined school governing body, parents, learners and learner representative council forgetting that educator development and performance cannot be complete without these stakeholders. De Clerq (2008) maintains that educators needs resources and the expertise to use those resource, conducive environment and effective curriculum for smooth implementation of IQMS.
2.3.2.3. Admission policy
Multiple grade repeaters and older learners than the expected age cohort are placed in the same class irrespective of age (ELRC, 2003). According to ELRC (2003), it is acceptable to have aged learners in schools or classes with young learners in the same class or grade. Van der Merwe (2009:18) posits that this kind of situation breed variety of conduct problems such as maltreatment, blackmailing and other forms of indignities in the school yard, hence leading to increased educator workloads.
Admission policies have an impact on the job satisfaction and performance of educators. The Education White Paper 6 (DoE, 2001) provides with access to learners with special essentials in public schools, where it is reasonably feasible. In contrast, this is not evident in South
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Africa because educators are obliged to take care of the needs of such kids without any sound schooling or expertise hence increasing the workload of these unskilled educators.
2.3.2.4. Discipline, safety and security
Educators and learners are devastated by unbecoming behaviours of some learners which are brutal and risks instability and bullying. Gasa (2005) avers that learner aggression is heavily associated to drugs and stuff exploitation, as involved learners seem to be short of discipline or guidance and look to be disregardful of what they doing. Confirmation signifies that schools are explicitly susceptible to substance usage by learners and incorporate urban and rural school kids according to National Education Policy Act (NEPA), Act 27of 1996 (RSA, 2000). There is an increased interrelationship between substance abuse, un-societal and domineering attitude that is very classical such as destructiveness, sensual violence and stealing.
Rehabilitative justice is campaigned by NEPA to help learners who are implicated with or indulge in drugs and substance abuse (ELRC, 2003). According to NEPA in ELRC (2003), stringent actions made against drug delinquents will assist to look on parts of the dilemma as it perceives this problem of drug usage as a consequence of coequal influence. Researchers maintain that substance and drug abuse are very destructive to children on emotional in-stability, physical, psychological and social status (Dibetle, 2008:5 &Mabitla, 2006:36) and these exploitations could steer to overreliance and ineradicable wellness complications.
Educators are not prepared to cope with such state of affairs whilst NEPA champions the reassuring atmosphere in taking care of learners with drug addiction. ELRC (2003) has made the restraining order of indiscriminate ransacking of learners which exacerbated the dilemma where most educators are deeply upset when troubled by high learners. Roper (2007:15) posits that the job satisfaction and performance of educators is highly undermined because they are not skilled to handle these kinds of circumstances and therefore respond this atmosphere with delusion.
The conditions governing the discontinuation and banishment of learners from schools are conveyed by educators with different responses including the prevention of physical discipline. The School Governing Body (SGB) is the only authority able to remove a learner who contravenes the code of conduct of the school after some fair hearing according to South African Schools Act (SASA) from the school. The Department of Basic Education has the
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exclusive rights to dismiss a learner with remorseful serious offences which will then locate another school to place the learner. Most educators perceive that the regulations and laws bend excessively to learners indifferently together with physical discipline without suitable techniques of strictness in place (Macarthy, 2008:39). The outlined issues affect educator‟s job performance and job satisfaction either negatively or positively.
2.3.2.5. Physical working conditions
Prestigious schools, due to their socio-economic conditions, have an impact on the job satisfaction and job performance degrees of its educators and eventually good performance of learners (Christie, Butler & Potterton, 2007:4; Smith & Hoy, 2007). These kinds of schools commonly known as quintile 5 schools, are well resourced with smaller class size, low learner- educator ratio and abundance LTSM compared to the rural schools which are mostly no fee schools. Rekopantswe AO is predominantly rural serving chronicled documented handicap schools. Literature is well provided with the challenges confronting learners in rural and townships (Pandy & Arends, 2008:22). The DoE did set up some delegations to make inquiries about challenges faced by schools in these communities so that there can be redress. Some of the issues established in these underprivileged areas comprise:
Overpopulated classrooms and insufficient educator approval and human resource; An evident absence of parental partnership and monitoring of learner‟s assignments,
projects and even home-works;
Learners‟ indiscipline and reluctance to acknowledge regulations and complying with code of conduct of the school;
Destructiveness, intimidating remarks and revolting character assassination of educators who are seen to be putting much pressure on children by requesting tasks executed timeously;
Disparities that is present amidst insufficiently advantaged schools and the prolonged correlations of learner outcomes among incompetently and affluent schools; as well as
Inadequate facilities such as genuine sewerage, essential infrastructure and hygienic water (Guttman, 2007:14-15; Karp, 2007 & Mohlala, 2010:2).
The ambitions of educators, according to Herzberg‟s „hygiene factor‟ and Maslow‟s hierarchy of needs in a contributively operational environment,is very challenging to achieve hence educators simply performed “the best they can” (Taylor, 2007). To some extent, the
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conditions of indigence and destitution, less growth and disregard boast the accruing effect on absolute beliefs of formal schooling in these disadvantaged communities thereby leading to strenuous job performance and job satisfaction. Educators in these conditions or places have the sentiments that their jobs are not cherished (Vail, 2005:11).
2.3.3. Classroom related factors
Schools are more and more confronted at all times with increasing challenges like improved sphere in the classroom, higher projections concerning learner attainment and recent psychological awareness regarding teaching and learning (Organisation for Economic Cooperation and Development - OECD, 2006). Classroom related factors concern the factors that have an impact on educator‟s job performance and job satisfaction as a manager in the classroom and include a variety of activities that an educator is expected to do when meeting different educational stakeholders. These challenges create the schools‟ achievement to a larger extent reliant on educators‟ desire to be more industrious in order to achieve their schools‟ targets and aspirations (Somech & Ron, 2007). The classroom related factors incorporate the nature of employment as well as interpersonal relations for the objective of this research.
Educator workload
Masitsa, Van Staden, De Wit, Niemann, Heyns, Brazelle & Niemann (2004:229) indicate that insufficient or unacceptable workloads are the obstacles to productive role of educators since they create a threat to efficient and effective assessment and immediate feedbacks. Educators perceive the intensive and exhausting workload as a stressor and they do not possess sufficient time to accomplish the desired quality of teaching and learning (Conley & Wooseley, 2000:194; Harris & Hartman, 2002:403).
Chisholm et al. (2005) found that closed as well as open-ended survey instrument suggest that approximately three in four educators experience that their workload has expanded a lot since 2000 to 75% and in excess of 90% of educators considered IQMS and continuous assessment stipulations and new curriculum raised their workload respectively. Most educators undergo various, difficult and continuously changing demands in teaching learning conditions due intolerable rise of workload.
19 School culture and climate
School climate and school culture are two discrete yet closely interconnected and interactive, features in the operations of the school (Saufler, 2005). These two concepts are more likely to affect educators‟ job performance and job satisfaction in schools. Both school climate and school culture are ideas which can be connected to the environment in a school but can have an impact in contrasting manner and can influence educator job outcomes significantly. Ninan (2006) assets that positive educator outcomes embrace good job performance, good achievements, well-developed individuals and positive work atmosphere.
School culture affect job performance and job satisfaction as it is a complicated sequence of patterns, thoughts, sentiments, actions, efficacies, observances, established practices and imaginations that are acutely implanted in almost every angle of a school (Barth, 2002). Hinde (2004) considers school culture as traditions, norms, customs and beliefs which advance the school beyond a certain period. It is non-static but continuous series of events which indicates the collective concepts, postulations and opinions that exhibit the uniqueness of each school and the quality of the end results. School culture displays characteristics which the school neighbourhood look after, how they glorify and what this school community make reference to (Robbins & Alvy, 2009). It happens on regular basis. They maintain that the school culture has an impact on educator efficiency, performance, professional growth, management systems and traditions. Cavanagh and Delhar (2001) concur that aspects like combined efforts, professional growth and good management systems lead to an excellent school, which are likely to lead to good educator job performance and job satisfaction.
2.3.3.1. Interpersonal relations Relations with learners
Educator job performance and job satisfaction are likely to be influenced negatively or positively by learners‟ behaviour, accomplishment, commitment to their work and their relations with educators. It is highly substantiated that the standard of learners‟ relations with their educators in the lower grades has a crucial marking for learners‟ concurrent and forthcoming scholastic and behavioural orientation (Meehan, Hughes & Cavell, 2003). The partnership among educator-learner relation quality and learners‟ ensuing adaptation clings on when prior levels of adaptation are numerically managed (Meehan et al., 2003).
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Moreover, an impact of educator-learner relations quality is evaluated in early childhood on attainment is established up to 8 years subsequently, ruling for appropriate baseline minor attributes (Hamre & Pianta, 2001).
South African scholastic climate is nowadays characterised by defiant learner misdemeanour that ignites adversely on the culture of teaching and learning (Karp, 2007 & Samuel, 2007). This defiant behaviour leads to highly demotivated learners, ill-disciplined learners and care free learners. Demotivated learners lack ambitions, play truancy and do not care about how other learners and educators perceive them (Schulze & Steyn, 2007). Ill-disciplined learners are disorderly in classrooms, militant, vicious and show negative sentiments upon their work (Kyriacou, 2001).
Relations with other educators
Collegial assistance and joint actions are very crucial for the prosperity of every institution (Schulze & Steyn, 2003:146). The school collegiality means functioning jointly as a unit for the accomplishment of collective intentions, objectives and reasons so that understanding, experiences as well as perspectives can be successfully disseminated to learners. Hausman and Goldring (2001:36) maintain that collegiality finds educators‟ desires for association, permits skills or knowledge sharing and causes of shared perceptions that can influence learner learning. Educator relations with colleagues are therefore a vital precursory of job satisfaction and the general conditions of work has an important effect on employees‟ perspectives and conducts (Evans, 2001:302).
Steyn (2002:83) contends that most of the educators‟ job is done in an independent classroom excluding them from other educators, the kind of interpersonal relationship with colleagues can lead to job dissatisfaction or satisfaction which will more likely affect the their job performance. Singh, ManserandMestry (2007:542) claim that collegiality brings about societal spirit which equips workers with a feeling of significance as well as uniqueness and those colleagues who are marked by teamwork and appreciation to a greater level have an effect on workers‟ job satisfaction and most likely their job performance.
Relations with school leadership – principal
Principal – educator relations engagements are conceived to be innermost factors that generate increased satisfaction levels, determination and cohesion within the institution (Louis, Leithwood, Wahlstroom, Anderson, Michin, Mascall & Moore, 2010; Moolenaar,
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Daly & Slewegers, 2010; Stevenson & Bauer, 2010). In most instances, educators dissipate confidence in an ineffective principal and exhibit discontent as well as dissatisfaction (Masitsaet al., 2004:238). Minarik, Thorton and Perreault (2003:231) posit that the principal must be a major catalyst in ascertaining that amicable relations exist in a school. Singh et al., (2007) aver that the principal should count in educators in his/her core duties like delegating, some decisions, organising, supervising as well as resolution of conflicts. Minariket al., (2003:233) further maintain that personnel relations, educator job allocation, leadership styles as well as resolution of conflicts together contribute to the level of job performance and job satisfaction. Equitable interest is the cornerstone of constituting and fortifying grounded organisational relationships (Tschannen-Moran, 2004).
Louis & Leithwood, 2010 maintain that principals who can candidly begin a confident institutional atmosphere for all stakeholders like parents, educators, learners and society can turn into the agents of change in schools. Some researchers have findings that competent principals enhance educator prosperity (job performance) as well as quality if they accommodate balanced characteristics, technical institutional aims (Louis & Leithwood, 2010), generate and champion coherence to apportioned ethos and values and approvingly include educators in decision acquisition to find the aims and benefit the school (Leithwood & Jantzi, 2008; Louis et al., 2010). Spillane and Healey (2010) argue that consistency of principals‟ decisions is a crucial guiding principle of efficient principals and hence better relations at work.
Several studies asserted the effect of delegating authority in institutional decisions (Elmore, 2000; Robinson, Lloyd & Rowe, 2008). Delegating authority can raise creative teaching (Somech, 2005). In contrast, the commitment of educators can be broken by delegated administrative tasks (Hulpia, Devos & Rosseel, 2009). Most studies share the view that management is extra efficient if it uses delegated management style rather than autocratic style (Elmore, 2000; Leithwoodet al., 2008; Louis et al., 2010 & Spillane et al., 2010).
Relations with guardians/parents
Societal and parental participation has matured into a fundamental matter in governance as well as management in current years in South Africa (Mohlala, 2010). The South African Schools Act explains the conception of a parent; specifies functions of parents; lay stipulations associated with the rights of parents to the information about the schools; and
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afford parents and society to be part of the School Governing Bodies (SGB). These amendments have most likely led to a more conducive atmosphere for parent participation in their children schools. Still, real parent participation or partnership continues to be unsatisfactory (Lemmer & Van Wyk, 2004:184).
The general participation of parents in the daily supervision of a school is of cordial significance (Botha, 2007:30). Steyn (2003:24) avers that if educators can perceive parents as probable influential associates in the society, then education will hopefully be substantially successful. Clark and Dorris (2006:22) assert that parents of learners in secondary schools who positively participate in school matters, have extensive impact in their children‟s success. Parental partnership in schools differs in harmony with geographical locus, socio-economic conditions and particular state of affairs of parents as well as guardians in South Africa (Botha, 2007:31-32; Bush & Heystek, 2003:132). Educators commonly believe that parents and society do not give them essential moral support and acknowledgement (Perrachoine, Rosser & Peterson, 2008:3; Schulze & Steyn, 2007:695). Lemmeret al., (2004:188) maintain that parents association with educators is more likely to prosper if there is an active communication between the two parties. Learners have higher accomplishment, perform better and display higher degree of psychological, societal and behavioural orientation when parents engage in their education and if these parents have a sound relation with educators distinguished by goodwill and esteem (Fan & Chen, 2001; Henderson & Mapp, 2002). The relation with parents is of utmost importance for educators‟ job performance and job satisfaction which will ultimately be beneficial to learners.
2.4. THEORIES ON JOB PERFORMANCE
Vital to the continued existence of any establishment or school is the welfare of its personnel (McGregor, 2006 & Spector, 2003). Content and satisfied employees in general have a good output or are productive at their different jobs hence a better job performance. The constructs of job performance and job satisfaction are dealt with in a diversity of theoretical viewpoints which illuminate why individuals at the place of work conduct themself in the way which they do.
These theories benefit the comprehending of social approaches, performance, relations as well as the obligations of employees at the place of work in realisation of organisational products or results. The works of some theorists, although old are critically analysed in this section and section 2.3 to understand the above-mentioned constructs. Job performance and
