Evaluating job satisfaction of teachers in the Durban central area.

Abstract

The purpose of the study was to evaluate job satisfaction of teachers in the Durban central area. A literature review was completed that evaluated the job satisfaction theories and the factors impacting job satisfaction. This was followed by an empirical investigation. A quantitative study was conducted in which teachers filled out a structured interview questionnaire. The survey was completed by one hundred and fifty five respondents, comprising six schools from the Durban central area. Three ex-Model C schools and three ex-House of Delegates schools were surveyed. This research found that teachers are somewhat satisfied with their jobs. The educators responded to the following factors in answering the survey, Workload allocated to teachers, gratification received from educating learners, resources provided to learners, teacher-learner ratio etc. The study also compared the job satisfaction of teachers in ex Model C schools versus the ex-House of Delegates schools. It was found that teachers in the ex-Model C schools were more satisfied, as compared to the ex-House of Delegates counterparts. The study compared the job satisfaction of state employed staff versus those in governing body positions and identified factors in order to improve the level of job satisfactions of teachers. The study revealed that educators in governing body posts show higher levels of job satisfaction as compared to educators employed by the Department of Education. Remuneration increases were identified as one of the main factors to increase the level of job satisfaction. Other factors included decreasing the amount of administrative tasks and increasing the level of support provided by parents as well as decreasing the teacher-learner ratio.