|dc.description.abstract||In ensuring a sound culture of teaching and learning various stakeholders in education
have emphasised school effectiveness. Schools in achieving and maintaining
effectiveness, require optimum levels of commitment and performance from the
educators. Therefore, it is an essential task of the school managers to ensure that
educators are performing at their optimum levels. "Underpinning this notion of affecting
and improving the performance capability of individuals is the concept of motivation"
(Middlewood and Lumby, 1998:21). It is with this in mind that the researcher, conducting
a case study, aimed at identifying factors associated with the motivation of primary
school educators in Isipingo, Phumelela Circuit, EThekwini Region.
Through the process of random sampling 5 schools, in Isipingo, were selected. All the
principals and Level One educators employed by the Department of Education were
targeted for this study. Questionnaires directed at the principals and educators as well as
focus group interviews with the educators, formed the research instruments for this study.
The study revealed that 60.2% of the educator sample was motivated. These educators
claimed that they were generally motivated by the team spirit and the 'togetherness'
amongst staff members at their schools. These educators placed a high premium on
positive human relations as well as their interaction and love for children and teaching.
Other factors associated with the motivation of these educators included being recognised
and appreciated for their efforts, increased responsibilities, professional autonomy and
the open door policy that some school managers employed. Educators felt strongly that
school managers should play fundamental roles in motivating them in their work. The
study also revealed that although the school managers were employing some motivation
strategies based on the general needs of their educators, emphasis should be on analysing
the educators' individual work related needs.||en