Exploring job satisfaction of teachers at Special Education Schools in a South African Education District

Abstract

The teaching profession in South Africa is faced with various challenges in view of the economic, political and legislative changes that occurred over the past few years. It is becoming increasingly important for teachers to experience job satisfaction since teacher motivation and retention appear to be declining. This is especially true for LSEN (Learners with Special Needs) who are faced with distinctive challenges. These include inadequate curricula to respond to the need for skilled learners who will be able to be meaningfully integrated in society; a lack of self-efficacy in responding to the unique needs of the learners; troubled teacher-learner relationships; and learner behaviour challenges. It was thus important to determine if, and to what extent, LSEN teachers in the Lejweleputswa Education District in the Free State province experience job satisfaction, and to identify factors that may either contribute or hinder their levels of job satisfaction. This study followed a quantitative approach, using the survey method to gather information about respondents’ views on the role of salary, administrative support and management, work characteristics and interpersonal relations with regard to their job satisfaction. All LSEN schools in the Lejweleputswa district agreed to take part in the study, after permission was granted from the Free State Department of Basic Education, principals of the participant schools and teaching staff. The questionnaire consisted of structured quantitative questions that required a Likert scale response. Three open ended questions were also included in the questionnaire to substantiate the results from the structured questionnaire. Ninety four male and female LSEN teachers between the ages of 22-60 participated in this study. The results were unexpectedly positive. It transpired that teachers were generally satisfied with their jobs, with the exception of a few critically important matters. These included their salaries; an absence of adequate promotion opportunities; the lack of the Department of Basic Education in providing curriculum support and adequate funding to acquire much needed resources; and the relationship between the teachers and the learners. Recommendations are put forward to suggest practical solutions to the various problems identified. The findings of the study may shed light on ways in which teacher job satisfaction can be enhanced so as to improve the quality of teaching and prepare learners to take up their rightful place as economically active citizens.