Factors associated with the motivation of primary school educators in Isipingo, Phumelela circuit, Ethekwini region.

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.