GOOD PRACTICE GUIDELINES FOR IMPROVING EDUCATOR MORALE

By

ESTELLE HENDRICKS

Submitted in partial fulfilment of the requirements for the degree of

Magister in Business Administration

At the

Nelson Mandela Metropolitan University Business School

Research Supervisor: Dr. Robert Gerber

November 2009
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DECLARATION

I declare that this treatise is my own work and that it has not previously been submitted for assessment to another university or for another qualification.

........................................................ ESTELLE HENDRICKS PORT ELIZABETH 30 November 2009

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ACKNOWLEDGEMENTS

I wish to acknowledge the contributions of the following people to the completion of my study:

My God and Saviour who is faithful to HIS word. Thank you Father for giving me the perseverance, faith and patience to fulfil this goal. Dr. Robert Gerber, my research supervisor, thank you for your professional commitment, expert advice and for unselfishly sharing your wisdom with me.

My language practitioner, Mrs. Karen Matthys, thank you for your valuable insight and commitment. My brother, Mark for always encouraging, motivating and believing in me. My two hearts, Eden and Will for sacrificing valuable family time to accommodate me. My mother for her support in times when I really needed it. My family especially Gustav, Claudius, Rosaline, Natasha and Wess for the small sacrifices that you made to accommodate me. All the participants in this study (educators and the principals) of the schools involved. My dear friends and colleagues, Anthea Petrus, Mr. J. Spire and Olivia Raphael for showing an interest in my study and always encouraging and believing in me.

A special thank you to the friendly library staff at the Missionvale Campus who was always willing to help wherever they can. My husband and life partner, Elroy, for your love and for being such an excellent support structure throughout the study.

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ABSTRACT

The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure the educators are exposed to the abovementioned variables. The data was analysed qualitatively and quantitatively. South Africa is divided into different demographic areas. The majority of people living in the communities where these schools are located are poor, unskilled, unemployed and the crime levels are very high. The socio-economic context within which these schools are located also has an impact on the morale of the educators at these schools and it affects their working lives.

Educators, SMTs and principals took part in the empirical study so that their views can be compared and to facilitate the researcher to make

recommendations on improving low educator morale. The research outcomes were analysed and deductions, recommendations and a need for further research were given. The empirical and literature study emphasised that the morale of educators is low in the schools and this morale status impacts on learners achievements, the health of the educators and the health of the institution. The educators in this study ranked their own morale status as low and some of the causes of the low morale according to the empirical study are lack of resources, ill- disciplined learners, uninvolved parents and an ineffective management style of the principal.

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TABLE OF CONTENTS

DECLARATION ............................................................................. ii ACKNOWLEDGEMENTS .............................................................. iii ABSTRACT .................................................................................... iv

1.

INTRODUCTION AND FRAMING OF THE RESEARCH PROBLEM ................................................................. 1

1.1 1.2 1.3 1.3.1 1.3.2 1.4

INTRODUCTION ............................................................................. 1 RATIONALE .................................................................................... 3 OBJECTIVE OF THE STUDY ......................................................... 4 Primary Objective ............................................................................ 5 Secondary Objective ....................................................................... 5 RESEARCH PROBLEM QUESTION AND SUB-PROBLEMS..............................................................................5

1.5 1.6 1.7 1.8

DEMARCATION OF THE RESEARCH .......................................... 6 RESEARCH DESIGN ..................................................................... 6 CONCEPT DEFINITION ................................................................. 7 CHAPTER DIVISION ...................................................................... 7

RESEARCH DESIGN ..................................................................... 9

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2.1 2.2 2.3 2.4 2.5

INTRODUCTION ............................................................................ 9 SAMPLE SELECTION ..................................................................... 9 PROCESS FOR IDENTIFYING DATA ............................................ 9 LITERATURE STUDY PROCESS ................................................... 12 QUALITATIVE AND QUANTITATIVE RESEARCH APPROACHES........................................................... 14

2.6

THE PROCESS IN DEVELOPING RESEARCH DATA COLLECTION TOOL ............................................................ 14

2.6.1

Questionnaires ................................................ ................................ 14

2.6.1.1 Questionnaire that was given to educators ..................................... 16 2.6.1.2 Questionnaire that was given to principals and SMTs .................... 23 2.6.1.3 The pilot questionnaire ................................................................... 26 2.7 DATA ANALYSIS AND DATA INTERPRETATION PROCEDURE ................................................................................. 26 2.7.1 2.7.2 2.8 Qualitative data analysis and interpretation .................................... 26 Quantitative data analysis and interpretation .................................. 27 CONCLUSION ................................................................................ 27

3 3.1 3.2

LITERATURE STUDY .................................................................... 29 INTRODUCTION ............................................................................. 29 HOW MORALE CAN BE EXPLAINED ............................................ 30

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3.3 3.4 3.5 3.6 3.7

CAUSES OF LOW MORALE .......................................................... 32 INDICATORS OF LOW MORALE ................................................... 39 IMPORTANCE OF HIGH TEACHER MORALE ............................. 41 HOW CAN LOW MORALE BE DEALT WITH ............................... 44 CONCLUSION .............................................................................. 48

4 4.1 4.2

DATA ANALYSIS AND INTERPRETATION .................................. 50 INTRODUCTION ............................................................................. 50 DATA OBTAINED FROM EDUCATORS, PRINCIPALS AND SCHOOL MANAGEMENT TEAMS...................................................50

4.2.1 4.2.2 4.2.3 4.3

Data obtained from educators ......................................................... 50 Data obtained from School Management Teams ............................ 61 Data obtained from principals ......................................................... 68 WHAT HAS BEEN LEARNT FROM THIS RESEARCH STUDY?........................................................................................... 74

4.4

CONCLUSION ................................................................................ 79

OVERVIEW OF RESEARCH, DEDUCTIONS, RECOMMENDATIONS, NEED FOR FURTHER RESEARCH AND CONCLUSION ............. 80

5.1 5.2

INTRODUCTION ............................................................................. 80 OVERVIEW OF SUMMARIES ......................................................... 80

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5.3

IMPORTANT DEDUCTIONS FROM LITERATURE AND EMPIRICAL STUDY ......................................................................... 81

5.4 5.5 5.6

RECOMMENDATIONS ................................................................... 83 POSSIBLE RESEARCH THAT COULD BE UNDERTAKEN .......... 85 CONCLUSION .............................................................................. 85

REFERENCE LIST ......................................................................

87

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LIST OF TABLES TABLE 1: TABLE 2: TABLE 3: TABLE 4: TABLE 5: TABLE 6: TABLE 7: TABLE 8: TABLE 9: Identification of data . Biographical Information of Educators......................... Derived Categories and Motivation (Educators) . Responses to Question 13 . Biographical Information of SMTs . Derived Categories and Motivation (SMTs) . Biographical Information of Principals .. Derived Categories and Motivation (Principals) .. Learning 10 50 51 56 61 62 68 69 74

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LIST OF APPENDIXES APPENDIX A: APPENDIX B: APPENDIX C: QUESTIONNAIRE TO EDUCATORS QUESTIONNAIRE TO PRINCIPALS QUESTIONNAIRE TO SCHOOL MANAGEMENT TEAMS .. APPENDIX D: APPENDIX E: DATA RESPONSES OFEDUCATORS ....... DATA RESPONSES OF SCHOOL MANAGEMENT TEAMS .... APPENDIX F: APPENDIX G: DATA RESPONSES OF PRINCIPALS .. ... 144 153 103 112 92 102

LETTER OF PERMISSION TO THE DEPARTMENT OF EDUCATION TO CONDUCT RESEARCH......... 156

APPENDIX H:

LETTER OF PERMISSION TO THE PRINCIPALS TO CONDUCT RESEARCH ................ 158

APPENDIX I:

LETTER OF PERMISSION GRANTED BY THE DEPARTMENT OF EDUCATION 160

CHAPTER 1
INTRODUCTION AND FRAMING OF THE RESEARCH PROBLEM

1.1 INTRODUCTION

We are currently in a period where teacher strikes, budget disputes and a shortage of teachers are the order of the day. It is therefore vital for management to make positive contributions towards the education system as a whole and view teachers as important role players in the advancement of quality education for our children. Educators play a vital role in the education process because according to the Sunday Times (18 October 2009) resources are not everything. All you need is a chalkboard, a dedicated teacher and willing learners. According to Thurlow (2003) and Hayward (2002), the level of motivation of educators has dropped quite significantly due to the low morale that educators experience in certain schools.

In 2004 Inman and Marlow did a study on the reasons behind new teachers remaining in the profession as well as factors related to attrition. They concluded that new teachers need support systems within the school environment e.g. teacher education mentors, cooperation between colleagues to promote sharing of ideas, an administrator who promotes teachers ideas and an involved community that is supportive. If the needs of new teachers are fulfilled, high morale will be maintained among them and they will remain in the profession.

The previous issues are directly related to the degree of morale experienced by educators. The study that follows addresses some of the reasons why the morale levels of educators drop.
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Blocker and Richardson (1963) carried out a 25 year study into teacher morale and job satisfaction and they concluded that the school principal was the key figure affecting the morale of educators. The satisfaction of teachers depended greatly on the quality of the administrative relationships which they were in and on the quality of leadership they were given within this structure. Ineffective administrative structures and the poor leadership that they received from the principal, contributed to the low morale of teachers.

Evans (1998) carried out a 4 stage study into the effects of Senior Management Teams (SMTs) on teacher morale and job satisfaction at a primary school in the United Kingdom. She found that a feeling of divisiveness was evident amongst teachers and the source of divisiveness was the management team, because teachers were excluded from decision making and their views were disregarded. The morale of the teachers decreased because they felt unappreciated and thoughts of exiting the profession surfaced.

I was prompted to do this study after coming across research studies such as the ones mentioned above, as well as observing my own environment and occurrences that play a major role in altering educator morale, such as the ones mentioned below.

In the late 1990s the Department of Education implemented Outcomes Based Education (OBE) in Primary Schools (General Education and Training Band) in South Africa. Teachers who were teaching at that stage, especially those with 20-30 years teaching experience found it difficult to understand the new curriculum and many of them resigned or took early retirement packages. The teaching profession lost many experienced teachers such as Heads of Department, Deputy Principals and Principals. In 2005 The National Curriculum Statement (NCS) became an OBE infused curriculum for grades 10-12. Many

teachers are still struggling with the new curriculum because of inadequate training provided by the Department of Education. Many teachers still have curriculum issues that need to be addressed and this negatively affects their morale.

Another factor which changed the morale of teachers was identifying teachers in excess resulting in redeployment being implemented by the stakeholders in education in 1998. Approximately 10 000 Eastern Cape teachers had been declared in excess and 9 700 were redeployed to fill vacant posts elsewhere (Daily Dispatch 12 April 2002:7). According to the Daily Dispatch (9 May 2002:6), one cannot turn educators into an army and teachers into soldiers who are redeployed wherever the state wills. They [educators] are professionals who have the right to choose where they work. The redeployment process was a disaster for precisely this reason. During this process, many educators sought counselling from doctors or psychologists because many of them who were redeployed refused to work at the schools where they were posted through redeployment (Daily Dispatch 12 April 2002:7). This action again caused many teachers to go on early retirement and others resigned. Those that stayed behind were experiencing feelings of uncertainty, insecurity and distrust toward their employer.

Were the issues of educator morale - of those that were redeployed and those that were not - ever addressed by the principals, School Management Teams or the Department of Education?

1.2 RATIONALE

Bhella (2001:369) describes the school as a multifarious institution having various individuals interacting to execute different roles within a policy framework that is often vague and under inspection by the public.
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This research may benefit the Department of Education as a method of improving the productivity in its schools. If educator morale is high, it could affect learner achievement as well the status of teachers in the community which may attract prospective students to pursue this profession. It may also facilitate principals to rethink their management styles and the organisational culture currently in their schools and make them assess what works and what does not work.

The social impact of this research could produce teachers that are satisfied with their work which may impact positively on their learners, their colleagues and their families. In turn this may perhaps produce learners with a will to achieve and pursue higher qualifications which can cause a decrease in unemployment, a decrease in crime levels and an increase in skills development which contributes positively to a growing economy.

This research may change current practices and organisational cultures in schools because principals could be empowered. Meaningful and valid recommendations will be made based on the truth and on what teachers are currently thinking when it comes to what affects them in their work situation.

Teacher morale is a major problem in schools. Schools need to improve the quality of education, by engaging educators in maximum productivity. Educators, together with parents must ensure that learners are highly motivated and present inside the classrooms. The principal, together with his management team, have the potential to be agents of change.

1.3 OBJECTIVE OF THE STUDY

The objectives of the research were to indicate the proposed outcome(s) of the research project. Furthermore, it helped the researcher to organise the research into a relevant procedure. A primary and secondary objective was set for this research project.

1.3.1 Primary Objective

The primary objective of this research is to develop guidelines which principals, School Management Teams and the Department of Education can use to improve educator morale.

1.3.2 Secondary Objective

The secondary objective of this research is to define morale, identify indicators for and causes of low morale among educators, the importance of high morale and to suggest how low morale can be dealt with.

1.4 RESEARCH PROBLEM QUESTION AND SUB-PROBLEMS

The research problem is: What suggestions can be made to limit the influence of negative factors affecting the morale of educators?

In order to be able to attend to the above question, the following sub-foci need to be addressed: 1. How can morale be defined? 2. What are the indicators of low morale of educators?
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3. What is the importance of educator morale? 4. What are the causes of low educator morale? 5. How can low morale be dealt with?

1.5 DEMARCATION OF THE RESEARCH

The research focused on two high schools in the Northern Areas of the Nelson Mandela Metropolitan Municipality. The reason for this demarcation is that the majority of learners in both schools come from predominantly poor backgrounds. Another consideration was the fact that the educators of these schools are exposed to gangsterism, violent behaviour of learners and learner drug abuse on a daily basis.

1.6 RESEARCH DESIGN

In order to address the problem statement and the sub-foci, a literature review was done in order to determine the definition of morale, indicators of low morale, causes of low morale and how low morale can be dealt with.

The outcome of the literature review resulted in a questionnaire being compiled to determine the views of the three groups (Educators, Principals and School Management Teams (SMTs)) at the 2 case study schools. The questionnaire looked into the definition of morale, causes of low morale, importance of high morale and possible ways of dealing with low educator morale in their school context.

Data that was collected was analysed qualitatively and quantitatively to enable a comparison to take place between the target groups responses and other findings with that of the literature review. This led to examining the researcher's learning in order to make recommendations to provide good practice guidelines for improving educator morale.

1.7 CONCEPT DEFINITION

The Education Law and Policy Handbook (1999:4-9) defines an educator and SMT as follows-: Educator : any person who teaches, educates or trains other persons at any school or performs education management services as stipulated the Department of Education. SMT : abbreviation for School Management Team.

1.8 CHAPTER DIVISION

The chapters of the treatise will be divided in the following way: Chapter 1: An overview of what can be expected in the treatise. Chapter 2: An explanation of the research design. Chapter 3: An overview of the Literature Study. Chapter 4: Analysis and interpretation of data and listing of learning. Chapter 5: Conclusion and Summaries that provide suggestions regarding good practice guidelines for improving educator morale as well as

possible research that could be undertaken. The next chapter provides a detailed account of the research design which includes, how the data was identified, the literature study process, the data collection tools, the different research approaches used and the data analysis and data interpretation procedure.

CHAPTER 2
RESEARCH DESIGN

2.1 INTRODUCTION

The key focus of this chapter is to give a detailed account of the research methodology used (description and motivation for the methodology), how the data collection tools and data interpretation procedures were developed and what they looked like. This embodies the empirical part of this study.

2.2 SAMPLE SELECTION

The research sample consisted of 2 principals and 42 educators, 10 of who is part of the School Management Teams (SMTs). The study covers 2 high schools situated in the Northern Areas of the Nelson Mandela Metropolitan area. These 2 high schools were chosen because they have certain characteristics that are similar, namely, both are situated in predominantly poor communities where educators are exposed on a daily basis, to gangsterism, learner drug abuse and an unsafe working environment. The two schools are approximately one kilometer from each other and that made it easier for the researcher to conduct the research.

2.3 PROCESS FOR IDENTIFYING THE DATA NEEDED

The data needed was identified by answering the question: What do I need to solve? The sub-foci in this research were used as sub-categories for the

research question. Following this, the sub-categories were populated by answering the following questions with regard to each sub-category. (i) (ii) (iii) (iv) What do I need to know to arrive at a solution? What do I need to show to justify and validate what I have learnt? From whom/where will I get the information? How can I collect the data?

TABLE 1: Identification of data

What do I need to solve? What do I What do I need to show to justify and validate what I have learnt? How can low morale be explained? What characterises low morale? What are the indicators of low morale? What are the causes of low morale? Causes of low morale in Educators References where I found the information. Literature, dictionary. Review literature sources, review of dictionary. From whom or where will I get the information? How can

need to know to arrive at a solution?

I collect the data?

What does the literature say about the causes of low morale in Educators?

References, tools and data collected.

Literature, Educators, Principals and SMTs.

Review questionnair e for Educators, Questionnai re for principals and SMTs. Review Questionnai re for Educators.

What ways does the literature deal with low morale of Educators? What do Educators say causes low morale?

Ways to deal with low morale of Educators.

Tools and data collected.

Literature, Educators.

Causes of low morale according to Educators.

Tools and data collected.

Educators.

Questionnai re for Educators.

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According to Principals, what causes low morale of Educators? How do principals deal with low morale of Educators? What according to SMTs causes low morale of Educators? How do SMTs deal with low morale of Educators?

Causes of low morale of Educators according to Principals. Ways Principals deal with low morale of Educators. Causes of low morale of Educators according to SMTs. Ways SMTs deal with low morale of educators.

Tools and data collected.

Principals.

Questionnai re for Principals.

Tools and data collected.

Educators, Principals.

Questionnai re for Educators; Questionnai re for Principals. Questionnai re for SMTs.

Tools and data collected.

SMTs.

Tools and data collected.

SMTs, educators.

Questionnai res for SMTs; Questionnai res for Educators.

The first step was to explain and define low morale. To be able to define and describe this phenomenon, literature sources and dictionaries were consulted. This exercise helped to explain the concept and to identify the characteristics of low morale, the indicators of low morale and the causes of low morale, all of which are encapsulated in this definition.

The next step was to consult literature sources to determine what causes low morale in educators. Additional information on the various causes of low morale of educators was collected from educators, principals and the School Management Teams (SMTs) of the two schools involved via questionnaires which helped to validate what was gathered from the literature study.

Literature sources and educators from the schools gave the researcher valuable information which enhanced the knowledge of how to deal with low morale in

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order to develop suggestions for improvement of low morale among educators. The questionnaires and literature review were used to justify and validate what had been learnt.

Principals' viewpoints with regard to what causes low morale among educators were vital in this research. It helped the researcher understand what is currently being done about the low morale of educators in schools and also how principals deal with this. Data was also collected via questionnaires. This would be used to verify these findings.

The SMT plays an invaluable role in the management of the school and the educators, as well as the teaching at these schools. Information was collected by means of questionnaires to establish their viewpoints on causes of low morale of educators and how they deal with low educator morale in their schools.

2.4 THE LITERATURE STUDY PROCESS

According to Struwig and Stead (2001) a literature study includes gathering information that speaks about the research problem and entails tracing, categorising and investigating documents that relate to the research.

The research was divided into themes namely, defining morale, causes of low morale, indicators of low morale, importance of high teacher morale and how low morale can be dealt with, which are the sub-problems of this research study. Then the researcher looked for and collected literature using journals, theses, conference papers, textbooks and the internet that relate to the research problem in order to build up an understanding of the research problem. Subsequently, the literature was divided into these above-mentioned
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themes. The main ideas of the authors were recorded and subdivided into the different themes.

The researcher then studied the literature for keywords related to the research question such as morale, job satisfaction, stress, etc. This would make it easier for the researcher to define the concept of morale, to have a better understanding of the word and how it relates to the research topic. This understanding and breakdown of the concept allowed the researcher to apply and to analyse the knowledge gained from previous literature.

The different literature sources were then used to collect and synthesize information that emphasized the various causes of low morale. The literature was then connected to this study. The researcher was constantly reminded of how this existing data relates to the research problem.

The indicators of low morale were extracted from the different literature sources and then evaluated. Previous studies where low morale among educators is apparent were used to establish the effect on schools, educators and learners by involving various schools.

Since morale affects workers in any industry, including schools, the researcher consulted literature sources that gave a breakdown of the importance of high morale in industry and in schools and also how these organisations may deal with low morale.

The purpose of the literature review is to collect information regarding the sub problems. It also highlights the subfoci and it is a framework for developing a data collection tool. It helps to provide a solid foundation for the research

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problem and research method. Doing the literature study helped the researcher understand all the information related to the research problem.

2.5 QUALITATIVE AND QUANTITATIVE RESEARCH APPROACHES

Both numeric and textual information were obtained from the questionnaires. That is the reason quantitative and qualitative techniques were used to obtain answers to the research question. This mixed methods (qualitative and quantitative) approach to the research also advanced the researchers understanding of the respondents work circumstances because the qualitative aspect broadened and deepened the information obtained from the numeric information (quantitative aspect) on the questionnaires.

2.6 THE PROCESS OF DEVELOPING RESEARCH DATA COLLECTION TOOL

The data collection tool used was a questionnaire. The two questionnaires were set up around the themes relating to the sub-foci, mentioned in Chapter 1.4. The respondents are educators, SMTs and principals. Conducting research is also an ethical exercise and respondents were assured that the information obtained would be treated as confidential and the results would be used for research purposes only.

2.6.1 Questionnaires

A questionnaire is a data collection tool that is used for data analysis and interpretation (Struwig and Stead 2001). The purpose of the questionnaire is to find and list information obtained from principals, SMTs and educators and to

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compare it with the evidence from the literature study which can be used for the advancement of knowledge.

The aim of the questionnaires is to acquire information from SMTs, educators and principals about the morale issues of educators at their schools. objectives of the questionnaire are to obtain the following information: the SMTs, principals and educators opinions of morale; SMTs, principals and educators opinion regarding the causes of low morale among educators; and SMTs, principals and educators views on how low morale can be dealt with. The first section in the questionnaires focuses on respondents biographical data in order to get some background information about them. The second part of the questionnaires focuses on the respondents' view of what they think morale means in order to be able to define the concept. The third section of the questionnaires focuses on the causes of low morale of educators. Viewpoints of educators, SMTs and principals are important because this will allow the researcher ways to develop suggestions for dealing with low morale and morale in general. Partly-structured questions were posed to the respondents and they could choose an answer and/or give their own response. The types of questions used in the questionnaire were: Open-ended questions; Multiple-choice questions; Dichotomous questions; Scaled-response questions; and Ranking questions. The

These are the types of questions asked in the questionnaire to get maximum and varied data from respondents regarding the research problem.

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Two different questionnaires were set up for the respondents, one for the educators and the other for principals and SMTs. The two questionnaires helped the researcher to assess and compare the responses of management with that of the people who are managed by them and it will help authenticate the research by validation.

2.6.1.1 Questionnaires that was given to educators

Section A of both questionnaires (Questions1-4) deals with the biographical information of the respondents regarding age, gender, years of teaching experience and rank. This will guide the interpretation of their responses and it will give the researcher information on why the respondents approach questions differently and will also allow for assessments about the diverse responses. Section B, C and D of both questionnaires were designed by consulting various literature sources. Questions 5, 6, 7 and 8 appear in both questionnaires.

Questions 5 and 7 are scaled-response questions. Question 5: High morale is present in the job when a persons needs are satisfied. The question to ascertain whether the respondents understood the meaning of the concept and also to get feedback from them about whether they thought high morale equated to their needs being satisfied. The other reason for this question was to establish whether the majority agreed or strongly agreed. If the majority were in the category of agree and strongly agree, it would mean there is a relationship between the respondents' responses. If the majority disagreed and strongly disagreed, it would mean that there would be no relationship between the respondents' responses. If the majority of the respondents agreed and disagreed, the majority of them would be unsure. There would be no agreement between the respondents.

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Agree

Strongly Agree

Disagree

Strongly Disagree

In Question 6 the respondents had to give a reason for their choice in Question 5. This gave them the opportunity to express their ideas in their own words and it allowed the researcher to collect additional information related to the focus of the question. This question was prompted by page 30 and 31 of the literature review because according to Bentley and Rempel high morale is linked to concern and excitement for the job.

Question 7: High morale is evident in the job situation when a person shows interest in his/her job and is enthusiastic about it. This question was informed by issues raised on page 29 and 31 of the literature review.

Agree

Strongly Agree

Disagree

Strongly Disagree

In Question 8 the respondents had to give a reason for their choice in Question 7 and in this way the researcher could establish whether the respondents understood the concept. It allowed for further elucidation of the concept and for the researcher to establish whether interest and enthusiasm towards a job, according to respondents could be linked to high morale.

The questions asked were to gather data on the respondents views and perceptions of the concept of high morale. The questions were guided by literature sources (refer to page 30, 31 and 32 of Chapter 3). The following is a list of dichotomous questions that were asked

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10. Do you feel your needs are satisfied in this job situation? 11. Are you still interested and enthusiastic about your job? 18. Are you excluded from important aspects of decision-making? 19. Do you think SMTs and principals only are best qualified to make decisions at your school? 20. Have you ever thought of leaving the profession? 25. Does the principal provide recognition to you for a job well done? 26. Do you think that recognition from the principal will contribute to high morale? 29. Do you think that the public expect too much of you as an educator? 31. Do you get the necessary support from parents? 33. Are the parents involved in the education of their children? 37. Do you think that being part of the decision-making will increase your morale? 39. Do you think that community involvement in your school would contribute to high morale? 41. Does it affect your morale if the education dept. does not supply you with the necessary resources? 42. Does it affect your morale if management provides you with assistance to resolve personal issues? 43. Will realistic opportunities for growth and advancement contribute to higher morale?

Y Y Y Y

N N N N

Y Y Y

N N N

Y Y Y Y

N N N N

Questions 20, 31,37, 39, 41, 42, 43 are yes/no questions that are followed by 21, 32, 38 and 44 respectively where respondents must give a reason for their answer or motivate their answer. These questions were prompted under the guidance of the literature study (refer to pages 36, 37, 38, 45 and 48 of Chapter 3) to get further clarification from the respondents regarding, what is morale
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(questions 10 and 11), causes for low morale ( questions 18, 19, 20, 25, 26, 29, 31 and 33), how can low morale be dealt with (questions 37, 39, 41, 42 and 43) and to establish whether the factors mentioned above currently affect the morale of educators and why. It also gives the respondents an opportunity to express their opinions in their own words. Questions 10 and 11 are followed by, If no why? Questions 26 and 29 are followed by, If yes why? This was done to gain further explanations and to get the different view points of the educators in their current job situations.

The following multiple choice questions were asked where respondents must choose between alternatives: Question 9: Low morale at work arises from:
Personal experiences
1

Job related experiences

Question 14: If I am not satisfied and happy with my work situation, I

Take a passive attitude towards my work. Discuss the problem with the principal. Talk to a colleague. Talk to a SMT member. Ignore it. Other. 1 2 3 4 5 6

Question 16: The major factor influencing morale of teachers at this school is:
The management style of the principal Low motivation in learners 1 2

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Public criticism of educators Other

3 4

Question 23: Which of the following according to you is the best way to deal with low morale of educators?
Involve the educators in decision-making processes at the school Proactive teacher education workshops If appreciation is shown toward teachers for a job well done Principal should manage conflict appropriately Other 1 2 3 4 5

Question 28: Which of the following has an impact on your morale status at the school?
Unfavourable working conditions Management style of the principal Ineffective administrative structures No possibility for advancement (promotion) 1 2 3 4

Question 34: Which of the following statements describes your sense of belonging toward the school best?
You feel that you belong You feel detached from the group/ cannot fit in 1 2

Question 35: Which of the following have the most negative impact on your morale status at the school?

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Vandalism of the school Physically aggressive learners Socio-economic context within which the school is located Abolition of corporal punishment

1 2 3 4

The researcher was prompted by pages 30, 31, 32 and 33 of Chapter 3 in the literature study to formulate questions 9 and 14 because it speaks about the different factors that affect educator morale. The aim of this was to understand the morale status of educators and to find out whether they understand it. Questions 14 and 16 were followed by, explain your choice. Questions 16, 28 and 35 touch on the factors that affect low morale and also the causes of low morale of educators and it will help the researcher come up with suggestions for improvement. I was lead to ask these questions (16, 28 and 35) because they were mentioned in previous studies (refer to pages 33, 34, 36, and 37 of Chapter 3) and they put emphasis on the sub-foci. Question 23 deals with how low morale can be dealt with.

The following types of questions are ranking questions: Question 13: Rank the following causes of teacher morale on a scale from 1-5 (1. Indicating very high frequency and 5 very low frequency)
Management style of the principal Lack of educational resources Relationships among peer groups Conflicting personalities in the job situation Poor working conditions 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5

Question 22: How do you rank you own morale status?

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Low

High

Very High

Question 13 elicits responses that speak to the causes of low morale among educators. The question was asked to establish the status of educator morale and also for educators to evaluate themselves according to their work situation. It will also be easy to link the causes of low morale to the morale status of the educators. This question was guided by pages 33, 34, 35, 36 and 37 of the literature study. In Questions 13 and 22 the researcher attempts to measure the mind-sets and opinions of the respondents (educators).

In this questionnaire open- ended questions that were asked are listed below. Question 24: What are the main causes of your morale status at the school? Question 36: Of what value is a high level of morale among educators to the learners? Question 45: How do you think management can best deal with low morale of educators?

Question 46: If you have any other concern that affects your morale but is not covered in this questionnaire, please write it down. The rationale on which these questions are based is the eliciting of various responses from the respondents and it will give the researcher grounds to formulate certain recommendations. The questions were asked to obtain current information from respondents on causes and ways of dealing with low morale of educators.

2.6.1.2 Questionnaire that was given to principals and School Management Teams

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The following dichotomous questions were asked in this questionnaire

9. Do you think the exclusion of post level 1 educators from decisionmaking processes contributes to low morale? 19. Are there teachers at your school that are assigned subjects that they do not specialise in? 22. In your opinion are the educators at your school still excited about the profession? 25. Do you think that if parents support teachers with the discipline problems of their children it will contribute to high teacher morale? 26. Does a high attendance of parents at parent meetings contribute to high teacher morale? 28. Will the assistance of educators to resolve personal issues contribute to high teacher morale? Y
1

Refer to pages 36, 37, 38, 43 and 45 of chapter 3 in the literature review on which the questions are based. In all the questions above respondents must either give a reason for their choice or motivate their answers. It gives respondents a chance to express their answers in their own words and to get further revelation from the respondents about their views regarding the issues at hand.

The following multiple choice questions were asked where respondents had to choose between alternatives: Question 14: Which of the following would you say is the biggest cause of low educator morale? Select one:

Conflicting relationships)

personalities

among

staff

members

(difficult

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Lack of educational resources (poor working conditions) Personal problems of educators Poor discipline among learners Other (specify)

2 3 4 5

The question was motivated by pages 33, 34 and 36 of the literature review .The question above is followed by give a reason for your answer. This further clarifies why the choice was made.

The ranking questions that were used in the questionnaire were: Question 11: How do you rank the morale status of the educators at your school?
Low 1 High 2 Very High 3

This question overlaps with question 22 on the educators questionnaire. It is to establish whether principals and SMTs know the morale status of educators at their schools and also to compare the different responses. Question 16: How frequently do you acknowledge post level 1 teachers for a job well done?
Never 1 Always 2 Sometimes 3

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Question 17: How frequently do you acknowledge them in front of other staff members?
Never 1 Always 2 Sometimes 3

Acknowledgement of educators for a job well done is one way to deal with low morale among educators according to literature (see pages 46 and 47 of Chapter 3) Question 18: Indicate teacher absenteeism at your school:
2-9 teachers per week 1 10-17 teachers per week 2 18+ teachers per week 3

Teacher absenteeism is listed as an indicator of low morale among educators according to the literature review page 41 and 42. It will enable the researcher to establish the morale status of educators from the sample audience.

The rest of the questions on the questionnaire are open-ended questions and are listed below. Question 13: What gives you an indication that the morale status at your school is high or low? Question 24: What measures do you have in place to keep beginning teachers motivated and excited about teaching at your school? Question 30: In your opinion, who or what are the main causes of the morale issues among the staff (if any) at your school? Question 31: How do you deal with low morale of educators at your school? Question 32: If there are other factors impacting on educator morale that are not covered in this questionnaire, please write it down. These questions were asked

25

to get the different view points from principals and SMTs about the causes of low morale and how they currently deal with low morale among educators.

2.6.1.3 The pilot questionnaire

Pilot questionnaires were issued to establish whether instructions were clear and understandable. Two SMT members and three educators were used to pilot the questionnaires. The educators and SMT members checked the clarity of the questions and commented on them. The educators commented that the questions were easy to understand and that the questionnaires did not take long to answer. The questionnaires were well balanced, easy to read and enough space was provided to write the responses. The SMT members commented that the questions were clear and relevant to the work situation for which it was intended. Simple and understandable language had been used.

2.7 DATA ANALYSIS AND DATA INTERPRETATION PROCEDURE

2.7.1 Qualitative data analysis and interpretation

The researcher firstly organised the raw data from the open-ended questions into the categories (defining the concept, causes of low morale and how can low morale be dealt with) mentioned on the questionnaire- these categories were the main categories. It was then divided into sub-categories with a question probe attached to each sub-category. Thereafter, the data was divided into groups that were more or less similar. Every utterance by the research respondents was accounted for because the sample size was not large. The data obtained from the questionnaire that was not similar to the rest of that of the sample audience was listed under miscellaneous.

26

The data was interpreted by making sense of the responses with the highest prevalence of open-ended responses. Each respondent's words were interpreted. Similar responses were identified, as well as the reasons for having certain feelings about certain questions.

2.7.2 Quantitative data analysis and interpretation

The questionnaires were already divided into themes or categories for the tabulation of the data and this made it easier for the researcher to continue, in line with the studys objectives. One question at a time was dealt with and the responses were counted per question and per response possibility. The data was then presented in the form of tables. The interpretations were based on the different themes and categories used in the study. For data interpretation, the researcher looked at the highest percentage of people that agreed with certain responses.

2.8 CONCLUSION

The above chapter dealt with the research design and covered the information indicated below. The sample selection: why this particular sample was chosen, the size of the sample and the persons that represented the sample. How the data was identified: the following were taken into consideration, namely, how the data was collected, where the information would come from, what needed to be shown as validation and justification for learning , what do I need to know to arrive at a solution, and what do I need to solve.

27

 How the literature study was conducted. The types of research approaches used in this study. How the questionnaires were developed with a detailed discussion of each questionnaire (SMTs, principals and educators), why each question was asked and also the types of questions asked. Why, how and to whom the pilot questionnaires were issued and the outcome of the pilot questionnaires. How the data analysis and interpretation were done.

The next chapter provides the literature study that was done for this research.

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CHAPTER 3
LITERATURE STUDY

3.1 INTRODUCTION

This deals with available literature on how to advise principals and School Management Teams (SMTs) on how best to deal with instances of low morale of educators in certain schools.

In order to have a better understanding of the problems that relate to low educator morale, the researcher will focus mainly on the sub-problems as captured in the research study. The literature review will provide historical perspectives on educator morale and how it ties in with this research. The subfoci are:

(i) (ii) (iii) (iv) (v)

What is morale? What are the causes of low morale? What are the indicators of low morale? What is the importance of educator morale? How can low morale be dealt with?

It is anticipated that the literature review will contribute partially to a solution of the research question. To this end the researcher will attempt to provide a link between existing mechanisms from previous studies for dealing with low morale in general, in order to provide a background to understand the sub problems to be evaluated. The literature review will serve as a framework to do the research design for example setting up of questionnaires. It will guide the researcher to determine which questions to ask, because it provides knowledge regarding the

29

different types of questions asked which can be validated against the information collected from respondents.

3.2 HOW MORALE CAN BE EXPLAINED

In order to address a topic on morale one needs to have an understanding of the meaning of the concept morale, and how it is explained as per the relevant literature.

Morale is an unclear concept and the expression itself is often used without being appropriately described. Websters New Collegiate Dictionary (1977:748) describes morale as the mental and emotional attitude of an individual to the function or tasks expected of him . It is also a sense of common purpose with respect to a group.

According to Bentley and Rempel as cited in Bhella (2001:369), morale is the degree to which an individuals desires are fulfilled and how the individual identifies satisfaction with respect to his/her job situation. They also state that high morale is present when an individual demonstrates a concern for his job and when the individual is excited about the job. What the person thinks, perceives and feels is more significant than the circumstances that may exist as thought of by others. Management, according to the authors, can only be perceptive of morale when a person expresses certain feelings and channels them towards their job situations in the form of different behavioural patterns.

It is common knowledge that in any organisation where low morale is evident, productivity levels are low, and in schools where teachers are not performing to desired levels, it can adversely affect learner achievement. Indeed, Ellenberg (1972:76) found that teacher morale affects student achievement. On the other

30

hand, in schools where high morale is present, learner achievement is enhanced.

Morale has been thought of variously as a feeling, a state of mind, a mental attitude and an emotional attitude (Mendel as cited in Lumsden 1988:2), which is echoed by Evans L (1997:832) that morale is a state of mind determined by the individuals anticipation of the extent of satisfaction of those needs which he/she perceives as significantly affecting his/her total work situation.

Another study by Washington and Watson cited by Lumsden (1998:2) describes morale as the feeling an employee has about his profession based on how he perceives himself in the institution and whether or not the institution meets that persons desires and expectations.

Fuller (1985:9) observed that morale is often perceived as an institutional phenomenon and that organisational morale is a shared expression of individual mindsets. It is the authors contention that one should start at a personal level in order to deal effectively with grievances.

Morale has been explained as the professional interest and passion that a person exhibits towards the realisation of individual and group goals in a given job situation. Dreeben as cited in Engel (1986:104-105). It follows then that if each person in a specific job situation reaches his/her individual goals, then the group goals could be achieved.

The following then comprises the quoted sources understanding of morale: Morale is the degree to which an individuals needs are fulfilled and how the individual recognises satisfaction in the job situation.

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The presence of high morale is indicative of an individual who displays an interest in his/her job or who is enthusiastic about his/her job. Morale is thought of in many respects as a feeling, a state of mind, a mental attitude and an emotional attitude. Morale is viewed as a state of mind determined by the individuals expectation of the level of contentment of those needs which he/she perceives as significantly affecting his/her entire work situation.

Organisational morale is viewed as a collective expression of individual feelings. Morale has been explained as the professional interest and enthusiasm that a person displays towards the achievement of individual and group goals in a given job situation.

From the above definitions of morale, the researcher defines it as an individuals multi-faceted state of mind that arises from personal experiences, which give rise to certain feelings and perceptions, which in turn shapes the nature of a persons day-to-day contact with other people in a given job situation. The diverse schools of thought on the definition of morale, which exist in the literature, should facilitate the researchers understanding of its meaning.

For the sake of completeness, the causes of the various states (high or low) of morale will also be afforded an exposition in what follows.

3.3 CAUSES OF LOW MORALE

In this subsection the core of the problem will be highlighted via the views of other researchers. Before one can begin to address the problem as outlined in the introduction, we need to know its origins. In this subsection the researcher is going to summarise the causes of low morale of educators.

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Naong cited by Naong (2007:291) pointed out that educators in South Africa are generally unhappy, demoralised and exhausted. The current status of teaching in South Africa is recognised by extremely trying circumstances (i) the incidence and influence of stress, (ii) the declining morale (iii) the number of teachers leaving or intending to leave the profession. Lorgat as cited in Mahabeer (2008:44) concurs that many educators are exiting the profession and one of the many reasons is, that they experience immense pressure dealing with the effects of HIV and Aids.

The incidence of HIV infections amongst teachers was found by the Education Labour Relations Council (ELRC) Report, to be 12% nationally. The prevalence of HIV infection among teachers is higher than the 11% average figure. The study also reflects marked provincial deviations (Hall et al 2005:23). School efficiency will decrease where a considerable proportion of teachers are ill, lacking morale and are unable to concentrate and this is confirmed by the Mobile Task Team (2005:3) that states that there is a strong link between low morale, poor job satisfaction and high job stress in relation to the absenteeism rate related with HIV and Aids.

According to SAIDE (2001:21) studies have shown that that the following impact greatly on the morale of educators: a lack of support for educators; shortage of subject advisors; workshops aimed at educator improvement taking a long time to materialise; the socio-economic context within which schools are located greatly affects learning; high unemployment rate and rivalry over scarce resources in communities which contributes to social problems for example vandalism of schools, gang wars and drug trafficking. The Daily Dispatch (11 February 2003:2) cited that Teachers' low morale was caused by the government's failure to build proper school building structures to create an environment conducive to teaching and learning. According to the Daily Dispatch (February 2002:1) the poor performance of teachers in the classroom and the miserable pass rates of the Eastern Cape schools is due to educator morale.
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low

The Educators Voice (July 2009:14) reveals that there are various stresses placed on teachers who are expected to deliver a new curriculum within the structure of poor classroom settings, inefficient schools and communities disjointed by poverty and unemployment. These factors place stress on teachers and make the accomplishment of teaching and learning objectives a challenge.

Another cause of low morale of educators is the abolition of corporal punishment in schools and the escalating lack of discipline in schools (Naong 2007:283). According to the author there is a direct correlation between educator morale and learner discipline at schools. Malone, Bonitz and Rickett as cited in Valentic (2005:11) concurred that the main reason teachers leave the profession is due to a lack of learner discipline. Teachers find this unruly behaviour annoying and claim that it reduces their efficiency and hinders their ability to increase student achievement. Students are becoming more physically and verbally hostile and it is expected of educators to manage their classrooms in these climates. Teachers use precious teaching time on discipline matters and this disruptive behaviour destroys educator morale.

According to Whitaker (1995:80) the following are causes for low educator morale: Inadequate and poor reward systems by principals for a job well done. Uneasy relationships, conflicting norms and outlooks. Lack of educational facilities and resources - poor working conditions.

The source of the problem is not only job-related, it is also personal since, according to Andrew et al (1985:49), illness, marital problems and financial problems cause depression, which is carried over to the work situation, which

34

suggests that, and this is affirmed by Evans L (1992:163), morale is an individual phenomenon rather than a group phenomenon.

Each individual has his/her own personal issues and they enter their work environment with their own sets of problems, which inevitably impacts negatively on their work. Hayward (2002) cited in Management Today, highlights that a high level of educator stress and low morale are apparent in contemporary South African schools. This is emphasised in Stenlund (1995:146) where the effects of stress on morale and how it can result in emotional and physical fatigue and a reduction in work motivation, involvement and fulfillment is discussed. Kelehear (2004:30) corroborates that stress occurs among all groups in a school community and can affect morale, performance and leadership ability. It is, furthermore this authors argument that when schools function under high levels of stress, especially unmanaged stress, the school environment becomes unhealthy and inefficient. The Sunday Times (29 September 2002:17) also emphasised that teaching is a stressful job that offers inadequate prospects for promotion and few incentives.

According to He and Xhuan as cited in Pan and Qin (2007: 66) teacher job satisfaction refers to teachers emotional observation of their work, occupation and job situation. These observations and experiences are directed onto education and teaching, affecting teachers morale and the quality of education and teaching.

Pan and Qin (2007:75) is also a useful source of information on the various causes of low morale, which could assist the researcher to compile a few suggestions for principals to improve the morale status of educators at their schools. This may also convey information on what behaviours principals should not express. Pan and Qin stress the following points that principals should adhere to:

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The establishment of effective administrative structures. The creation of superior teaching climates and an enabling setting for teachers to improve their qualifications (it will raise teachers morale and improve job satisfaction, resulting in teachers acknowledging

management). Avoiding an autocratic management style, whereby power is

concentrated in the hands of dictatorial principals. This can result in educators expressing resentment towards their principals, losing confidence in management, and becoming taciturn towards their work.

In addition, the following contributing factors according to Dreeben as mentioned by Mattera et al (1991:3) create an awareness of the different elements that adversely affect teacher morale, which are part of the subproblems that the researcher identifies: Non-existent relationships in the workplace (between peer groups). Lack of freedom in planning work. Lack of opportunities for policy planning. Educators perceptions of their supervisors.

McDonough, cited in Inman and Marlow (2004:606) and Engel (1986:104-105) also identify the following as negatively impacting on teacher morale and creating stress in the workplace: Uninvolved parents and invasive bureaucracy (McDonough). New and enhanced public expectations (Engel).

In fact, Inman and Marlow (2004:613) pointed out that detached parents and persistent bureaucratic interferences tend to influence the inclination of teachers to leave the classroom. The latter authors also corroborate Engels findings on the effects of public expectations.
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According to Andrew et al (1985:24-29), teachers view the principal as the major influencing factor on morale. In Andrews study: inconsistent, unsupportive, formal and impatient were some of the adjectives used to describe principals of schools experiencing low levels of morale.

Ball (1987:103) identifies the establishment of SMTs in schools as awkward, since staff that is not part of the Senior Management Team tends to think of themselves as prohibited from the important parts of decision-making. According to a study done by Evans L (1998:427), teachers expressed their desire to be part of the decision making processes at their school.

Hierarchical decision-making structures are entrenched in schools and regardless of democratic gains; the reality of the situation is that the decisionmaking process within the school may be vested in the principal. Hierarchically based decision-making is restricted. The principals hierarchism is based on the idea that those holding the most senior posts are best qualified to make decisions; in other words that seniority equates to decision-making competence (Evans L 1998:426).

One of the recurring themes which emanates from the previously quoted researches implicitly speaks to the need for an effective management style of the principal as a deterrent to low levels of teacher morale. In addition, what surfaced is that teachers yearn to be a part of and stakeholders in the education of learners, and in the education process. Excluding them from these, creates a sense of apathy and resentment toward the principal, which subsequently negates high morale.

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Gonder and Hymes (1994:11) defines school climate as follows. It refers to the atmosphere in a school by saying; it consists of mannerisms and mindsets shared by members of subgroups, such as students, management and staff and by the school population as a whole. Climate impacts on morale, productivity and satisfaction of persons involved in an organisation and are generally considered to be positive or negative.

To summarise, the causes of low educator morale are: Insufficient reward systems by principals, fluid relationships, incompatible values and views and poor working conditions. Personal problems resulting in stress. Ineffective administrative structures, unfavourable working conditions without the possibility of personal advancement, and an autocratic management style. Non-existent relationships in the workplace (between peer groups), lack of freedom in planning work, lack of opportunities for policy planning and educators perceptions of their supervisors. Indifferent parents and invasive bureaucracy, and new and enhanced public expectations. The establishment of management structures, e.g. SMTs which exclude teachers from decision-making. The abolition of corporal punishment. The school climate. Socio-economic context within which schools are located. Vandalism of schools. Physically and verbally aggressive learners. Prevalence of HIV infections among educators. Job satisfaction - emotional perception of their work, profession and working conditions.

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The causes of low morale fits in with the research problem in that it will assist the researcher to design a data collection tool and to pose questions which would ideally elicit responses that speak to the sub-foci. It helps bring the different elements together that contribute to this problem.

In the subsequent section the indicators of low morale will be explored.

3.4 INDICATORS OF LOW MORALE

In this subsection I extract the indicators by ascertaining from the literature what happens to educators, learners and schools where low morale is evident.

There is a direct correlation between high educator morale and learners performances in schools where the learners achievements are commendable. The converse also holds true (Bhella 2001:371).

In a study conducted by Andrew et al (1985:24-29), in schools with low morale, only disciplinary and academic problems are discussed during meetings. Another problem identified in these schools is the presence of cliques which creates defensiveness on the part of the principal. In such situations the principal more often than not, only communicates with certain groups rather than the whole staff thereby excluding certain teachers in the decision-making processes at the school, especially in matters that affect them professionally.

Teachers clearly identified students as the primary and central factor that has an impact on both their professional enthusiasm and discouragement. Teachers treasure student responsiveness and enthusiasm and conversely list low motivation in students as a discourager (Stenlund 1995:146). In schools where
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the majority of learners underperform, teachers are discouraged and unenthusiastic towards their work.

Another indicator of low morale is a loss of concern for and detachment from the people with whom one works, decreased quality of teaching, depression, greater use of sick leave, efforts to leave the profession, and a cynical and dehumanised perception of students (Mendel citing Holt 1980) (Lumsden 1998:4).

In instances where there are high levels of morale, teachers feel a sense of achievement and satisfaction from their jobs (Hoy and Miskel 1987). According to Lawless (1979:305), the high morale group is held together by inner cohesiveness Goodwill, cohesiveness and adaptability are marks of morale. Being part of such a group offers the individual a wide range of support as well as some sense of support or protection against dissatisfaction or harsh circumstances in the workplace.

Hayward (2002) found in a study on teacher morale that good collegial associations and good interactions with senior management were seen as the foundation of very high educator morale.

In summary, the indicators constitute the following: Low learner achievement. Selective communication. Ignoring certain human resource issues. A lack of learner responsiveness and enthusiasm. High frequency of teacher absenteeism. Low standard of teaching. Cynical perception of learners.
40

Efforts to exit the profession. Detachment from colleagues. Not being able to adapt. Bad relationships with colleagues and senior management.

In the next section, the importance of high teacher morale will be addressed.

3.5 IMPORTANCE OF HIGH TEACHER MORALE

In this segment the importance of high educator morale will receive attention and its importance with respect to learners, will be highlighted. The profession and the professional health of both educator and the institution will also be discussed.

According to the Restaurant Hospitality (1 March 2009:16), if morale is high in any workplace, the employees are happy and happy employees provide better customer service.

Teacher morale is a very important aspect in our schools. It is important because it impacts on learner achievement and if morale is low, learner achievement is low. This is confirmed by Asmal K (1999) who states that, Low teacher morale is a serious barrier to learning.

People are the most important aspect in organisations. Organisations cannot survive without their people. That is why morale is closely linked to organisational survival. Johnrud and Rosser as cited by Valentic (2005:4) affirm that morale is a vital aspect in teachers' decisions whether or not to stay in the profession. If the work life of the staff can be improved, then morale will
41

increase, thereby increasing teacher retention.

According to Andrew et al

(1985:30), positive steps must be taken to advance the morale status of teachers, students and administrators in schools that have low morale.

Many studies indicate that social factors such as group interaction, supportive relationships, human relation skills, management skills, high performance goals and above all, morale are the most important determinants of productivity and success in human enterprises (Bhella 2001:369).

The recipe for success at one of South Africa's top one hundred schools is: a happy, stimulating environment, a highly qualified and driven staff that is motivated, professional and committed and an institution that has all the structures in place with a code of conduct for educators and learners without any loopholes (Sunday Times 18 October 2009:4).

Miller, as cited by Lumsden (1998:3), stated that teacher morale can have a positive effect on pupils mindsets and the way they learn. Elevating the level of morale of teachers does not only make teaching more pleasant for teachers, but also learning more pleasant for learners. This creates an environment that is more conducive to learning and that is why it is vital that we deal with it. This is confirmed by Mendel as cited in Lumsden (1998:4) when he says that teacher morale affects student learning, the health of the organization and the health of the teachers.

Hall (1998:201) found that poor morale affects output and efficiency in organizations. Absenteeism, labour disputes, misappropriation and

embezzlement of funds and poor quality are all indicators of turmoil and low morale. It certainly impinges on how well people do what needs to be done. Low performance can contribute to attrition.

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According to the Daily Dispatch (9 May 2002:6) educators are the Education Departments most priceless asset because they accomplish the core duties of the department which is, to teach children. The physical infrastructure within which the teachers work is fundamentally poor and weakening, with the result that many of our disheartened teachers are failing our children.

The following can be summarised from the above literature: Morale is important because a high level of morale ensures: Happy and healthy employees; an increase in productivity; an increase in learner achievement; decrease in teacher attrition; improvement in the success of the organization; improvement in the way learners learn; the production of a healthy environment; an increase in teacher retention.

From the above studies it can be concluded that people are important assets in an organisation. Some textbooks classify people as an intangible resource (i.e. knowledge, trust between employees and managers, managerial capabilities, the unique way people work together and the organisations reputation) which is an advanced and more compelling source of core competencies. Organisations rely on their intangible resources because they cannot be purchased, imitated by competitors or substituted. They set one organization apart from another. It is important to look after this resource and nurture it because the survival of the organisation depends on it.

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The next segment is going to investigate how low morale can be dealt with.

3.6 HOW CAN LOW MORALE BE DEALT WITH

The following investigations will help the researcher focus on how to deal with the research problem and it will assist in making suggestions to principals and SMTs with regard to the improvement of morale issues at their schools.

According to Nowell and Van der Merwe as cited in Mahabeer (2008:63), principals should reduce stigmatization of HIV positive staff and remedy any fallacies and uncertainties regarding HIV and Aids. Stigmatization and prejudice derives from ignorance and misinformation which impact negatively on the efficiency, morale and enthusiasm of employees.

The Government Gazette (SA National Dept. of Education, 18 February 1999: 12-13) highlights the fact that the school principals responsibility towards the educators that he manages is among others, to afford professional headship within the school and be accountable for the improvement of staff training programmes.

Andrews et al (1985:30-51) cited the following ways for principals to deal with low morale at their schools: Principals must have a good self morale. They should involve educators in the decision-making processes at their schools. These are, among others, setting objectives and planning. Know the wishes and ideals of the community, students and staff. Provide the resources needed to accomplish the schools goals. Communicate effectively at various levels.
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Help teachers find resolutions for personal problems. Create a platform to acquaint themselves with the teachers work and show an appreciation for it. Assign teachers to subjects that they specialize in and provide those outside their specialty with assistance. Principals should provide opportunities for growth and development. Principals should efficiently manage conflict and not repress it. .

According to Wild-life Management Professional (April 2009:2), management can raise the morale of employees and propel them to higher levels of competence by showing employees how appreciative they are for a job well done. Employees like to know that their efforts do not go unnoticed and that their hard work and commitment is appreciated. They will feel motivated, content and happy and enjoy coming to work. Happy employees provide good customer service. Hayward (2002) as cited in Management Today stated that the customers in a school are the parents, learners and the community. The employees, according to Wild-life Management Professional, are the internal customers. According to this quoted source, good companies have programmes in place to show their gratitude towards employees and great companies execute those programmes.

Lumsden L (1998:4) quoted Bolin, who states that teachers are not even fully aware of the subtle decline of their morale status. Teachers need to be aware otherwise nothing can be done about it. Teachers must first admit to their deteriorating morale status and then take action to improve.

(Berman 1987) alludes to the fact that educators need to give consideration to the care and replenishment of self if they are to be vibrant, responsive, sensitive persons - persons who get enthused about ideas and people. Teachers need to be able to keep the originality and spark that commonly mark a novice in the

45

field, while at the same time embedding freshness in acumen and consideration.

Inman D and Marlow L (2004:613) did a study on Teacher Retention: Why do beginning teachers remain in the profession. This study is very important because if the problem is dealt with from the start, where educators enter the profession, much will be accomplished. Inman and Marlow stated that: Beginning teachers can benefit when provided with prospects to interact and work with (1) teacher mentors, (2) with colleagues with similar ideas about teaching, (3) administrators who encourage and promote teachers ideas and (4) communities who make them feel positive about the education system. It is vital that teacher education workshops be proactive and provides support. Benefits for the teachers include a positive self image, worthwhile contributions to the curriculum, a support network, positive interactions with parents and other local authorities for the beginning teacher. All this ultimately benefits the students within the beginning teachers classroom.

According to the Restaurant Hospitality (1 March 2009:16) there are eight ways to build employee loyalty and boost the morale of employees. I chose those that are applicable to this research because the others are based on the corporate world: Thanking employees for a job well done. Awarding employees by giving them a framed certificate to show your appreciation. Writing them a thank you note. Helping them to improve their qualifications. In that way you invest in their future and the result could be more productive employees.

46

Asking them what they would like to improve and in that way make them part of the decision-making which is echoed by Humphreys (1995:68-69), who states that the whole staff should be involved in decision-making.

Humphreys also states that the main requirements to create positive staff morale are: Interaction among all staff members. Principals need to be approachable and available to both learners and educators.

Hill (1994:224) outlines the following statements that can improve educator morale: Learner achievement; recognition of educators achievements; job satisfaction; entrusting educators with certain responsibilities; possibility for advancement (promotion); possibility for personal growth.

The following information from literature will assist the researcher to make some suggestions to management to build up the morale of their employees. The following summarises the ways that management can deal with the low morale of educators: Educators must be involved in decision-making. Community involvement must be positive. Schools must be provided with the necessary resources. Teachers need to be provided with assistance to resolve personal issues.

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Teachers need recognition for a job well done. Opportunities for growth, development and advancement (promotion). Proactive teacher training workshops. Beginning teachers need to work closely with other teachers and teacher mentors. Principals need to be approachable and available to teachers and learners. Principals should equip themselves with the necessary knowledge of HIV and Aids to reduce stigmatisation of employees.

The above literature should assist the researcher to set up a data collection tool because it deals with the solution of the research question.

3.7 CONCLUSION

From the above literature study it is obvious that low teacher morale is a problem in schools and it shapes learner achievement and ultimately the health of the institution. For schools to run efficiently it is imperative for principals and SMTs to reconsider their behaviour and make all the teachers part of the decision-making processes at their schools since teachers are the stakeholders in the education system and also in the learning processes at their schools. Learners learn by the way teachers teach and if that is not done effectively the vision and the mission of the institution may be compromised. This chapter clearly indicates that morale is the result of collective behaviours exhibited by educators and these behaviours have a major impact on their job situation.

Teachers need to be aware of their diminished status and confess it before they can begin to address it. It is also clear that a lack of resources, a lack of support from the principals and a lack of opportunities for advancement is another reason why teacher morale drops and why teachers have the tendency to exit
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the profession. SMTs and principals need to value the teachers at their school and treat them with the respect that they deserve. In that way teachers will also feel that they belong and they will also feel a sense of ownership towards one of the most cherished educational institutions in the world. The next chapter will provide a detailed account of the data analysis and data interpretation procedures used in this study.

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CHAPTER 4
DATA ANALYSIS AND DATA INTERPRETATION

4.1 INTRODUCTION

The key focus of this chapter is to provide a detailed account of data analysis and interpretation of data obtained from educators, principals and SMTs. The data obtained from educators and SMTs is expressed as percentages in this chapter. A percentage is a proportion or rate per hundred parts. (Collins 1989:956). Since only two principals were used as respondents, numbers instead of percentages were used for example one of the two or both.

4.2 DATA OBTAINED FROM EDUCATORS, PRINCIPALS AND SCHOOL MANAGEMENT TEAMS

4.2.1 Data obtained from educators

Biographical information

TABLE 2: Biographical Information of Educators

AGE 20-30 31-40 41-50 12,5% 37,5% 41,6% Male Female GENDER 31,2% 68,8% YEARS TEACHING EXPERIENCE 0-4 5-9 10-14 15,6% 6.3% 3,1%

50

51+

9,4%

15-19 20+

56,3% 18,8%

From the table 2 above, it can be concluded that the respondents are representative in all the variables mentioned above. The majority of respondents are 41-50 years of age. Most of them are females. The majority of the educators have teaching experience of 15-19 years. They are in the middle phase of their work life. As older females, they gave more mature viewpoints when data was collected.

Table 3 below is a compilation of the different categories of the responses of the educators. The responses are grouped according to question categories and sub-categories. The table provides a list of all the main categories and subcategories identified in this study and the responses of the educators are summarised as motivation for naming the sub-categories. This is followed by a discussion of each category and a visual representation of the quantitative view of the sub-categories in the form of charts.

TABLE 3: Derived Categories and Motivation (Educators)

MAIN CATEGORIES SUB-CATEGORIES MOTIVATION FROM THE DATA FOR NAMING SUBCATEGORIES 1. Defining the concept. 1. Leads to contentment. Needs satisfaction leads to happy employees that will give their best and improve performance. 2. Leads to motivated employees. If you show interest and enthusiasm in your job, you will have job satisfaction. It will push you to satisfy the

51

needs of your job. 3. Leads work. 4. Leads to enjoyment. to excellent You are driven to do more than is expected of you. You feel excited about your job. 5. Leads to encouragement to do your best. 6. Lack of support/resources. 7. Inconsistency of management and lack of promotion. 2. Causes of low morale 8. Talking to colleagues when not happy at work. Talking to a colleague is more comfortable because colleagues can relate to your situation. 9. Reasons for talking to or not talking to the principal when I am unhappy at work. 10. Demotivated learners. It is important to discuss the matter with the principal but the principal only listens to certain people. Learners show very little interest in their schoolwork. 11. Poor management style of principal. The principal is uncommitted to his duties. Causes division among the staff. He is disorganised. 12. Feel unappreciated. You are taken for granted and your opinions count for nothing. 13. Inadequate monetary reward. Salary levels are very low. Lack of support makes your job unpleasant. Uncommitted manager, no opportunity for advancement. You will strive to do your best.

52

14. Management.

Lack of good management and guidance from management.

15. Learner discipline. 16. Leads to a feeling of inspiration. 17. Educators must fulfil various roles.

Learners are ill-disciplined. You will feel valued and respected. The public thinks that teachers know everything and can do anything.

18. Parental roles neglected.

It is expected that the teacher must fulfil parental roles too, like teaching children manners.

19. Dysfunctional Dept. of Education provides no support.

Shows little or no appreciation towards teachers, teachers are not protected by departmental policies.

20. Disinterested parents.

Parents are not interested in the education of their children.

21. Uninvolved parents.

Parental involvement is nonexistent.

22. Some parents are involved. 23. Leads to improvement in learner attitudes.

A small percentage does show interest. High morale will rub off onto learners and they will do their best.

24. Leads to motivated teachers.

Teachers will pass on a positive attitude to learners and the outcome will be a better standard of teaching.

3. How

low

morale

25. Decision-making is not

This is just part of the

53

can be dealt with.

the only influencing factor. 26. Feel valued.

problem.

If involved in decision-making you feels that you belong. You feel a sense of ownership towards the school.

27. Improvement in learner discipline.

Community involvement will result in learner attitudes changing for the better. Learners will be motivated.

28. Learners and teachers will feel safe.

Community involvement in the school will result in educators and learners feeling safe at school.

29. Greater support.

Involvement of community leads to less pressure placed on educators.

30. Lack of resources.

Performance will be improved if you are supplied with the necessary resources.

31. Need for personal support.

Leads to teachers being more productive, you feel as if you are important and that you matter.

32. Opportunities for growth and advancement. 33. Support with regard to their work. 34. Listen to teachers grievances. 35. Commitment from

Will motivate you to give your best.

Teachers need support in disciplining the learners, Listen to what they have to say. Management should value their staff and be more

54

management. 36. Governmental role in education.

respectful towards educators. Better financial compensation for all educators. Lack of the Dept. presence at the school.

Defining the concept

Sub-categories 1-3 of Table 3 were derived from question 6. The respondents felt that when your needs are satisfied, it will lead to contentment because the majority of them stated that you will be happy in your work situation. According to the teachers it will improve their motivation and they will do more than is expected of them. The quality of their work will also improve. According to the data 45% of the educators agree that high morale is present when a persons needs are satisfied, 48% however strongly agree to this question. Only 3% of educators disagree and 3% of educators strongly disagree to this question. I can deduce from these percentages that the majority of the educators in the sample are currently just doing what is expected of them in their work situation. The reason for this deduction is the use of the words will improve and will do more. From the 3% who strongly disagree and disagree I can deduce that they do not think that needs satisfaction will lead to contentment, because they are already doing more than is expected even if their needs are or are not satisfied in the job situation.

Sub-categories 4-5 of Table 3 were derived from question 8. The majority of the respondents felt that if you are interested in and enthusiastic about your job you will enjoy your work and you will be encouraged to do your best. One of the respondents felt that, you will keep on doing your best and not be afraid of challenges. The respondents also felt that interest and enthusiasm towards your job, will drive you to do your best. According to the data collected, 63% of

55

educators strongly agree that high morale is evident in the job situation if a person shows interest in his/her job and is enthusiastic about the job. Twenty eight percent of educators agree with this question, 3% disagree and 3% strongly disagree. I can deduce from these percentages the majority of educators are not interested in and enthusiastic about their jobs. The reason for this deduction is the use of words, you will keep... and will drive you. From the 3% of respondents that disagree and strongly disagree I can deduce that there are other reasons that encourage them to do their best. Ninety-two percent of the respondents are of the opinion that low morale at work arises from job-related experiences and only 8% stated that low morale arises from personal experiences. The researcher can thus conclude that there are factors in the working environment of the respondents that break morale down. These factors impede them from doing their best.

Sub-categories 6-7 of Table 3 were derived from question 12. Eighty-eight percent of educators feel that their needs are not satisfied in the job situation and 13% of them feel that their needs are satisfied in the job situation. The majority of them, 59% are not interested in and enthusiastic about their work and 47% of them are still interested in and enthusiastic about their work. Most of the respondents cited that lack of support (lack of resources) makes your job unpleasant. Inconsistency of management (an uncommitted manager) and lack of promotion were posed as the main reasons educators are not enthusiastic and excited about their work.

Causes of low morale

The following table is based on question 13: TABLE 4: Responses to Question 13 (1.Indicating very high frequency and 5. very low frequency)

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1 Management style of the principal Lack of educational resources Relationships among peer groups Conflicting personalities in the job situation Poor working conditions 40,6% 28,1% 28,1% 3,1% 12,5%

2 9,4% 15,6% 18,8% 18,8%

3 34,4% 25% 40,6% 31,3%

4 18,8% 9,4% 25% 21,9%

5 9,4% 21,9% 12,5% 15,6%

6,3%

21,9%

12,5%

18,8%

From the table 4 above, it can be concluded that the majority of educators indicated that lack of educational resources and poor working conditions are the main causes of low teacher morale. Not many of them however, felt that

conflicting personalities and relationships among peer groups in the job situation can be cited as one of the causes of morale.

The bulk of the educators would talk to a colleague if he/she were not happy with his/her job situation and only 1 indicated that he/she would ignore it. Subcategories 8-9 of Table 3 were derived from question 15. The respondents felt more comfortable talking to colleagues that were in the same situation as they were because they could relate better to the situation. Many educators felt that it was important to discuss the matter with the principal when you were not happy at work, but the principal did not show interest and he only listened to certain people.

Sub-categories 10-11 of Table 3 were derived from question 17. Many educators felt that the management style of the principal and low motivation in learners is the major factors influencing morale of teachers at their schools. The respondents stated that learners showed very little interest in their school work. Learners have no respect, no goals in life and parents are not willing to help the educators. The respondents also stated that the principal caused division
57

among the staff and he was disorganised. Teachers' needs are not considered (ignored). Only get (receive) demands from management.

Sub-categories 14-15 of Table 3 were derived from question 24. The respondents stated that the main causes of the morale status at their school were the lack of good management and guidance from management and also disinterested and ill-disciplined learners.

Low motivation in learners is the major influencing factor of morale as mentioned by the educators. Sixty-three percent of educators felt that they are excluded from important aspects of decision-making. All the educators in the sample indicated that SMTs and principals are not the only ones who are best qualified to make decisions at their school. The bulk (77%) of the educators in the sample audience indicated that they have thought of leaving the profession. They stated that they felt unappreciated and that their opinions did not count and also that the salary levels in the teaching profession were very low. They gave these as reasons for wanting to leave the profession.

Many educators (55%) rank their own morale status as low. The educators (52%) also felt that the principal did not provide them with recognition for a job well done. Eighty-four percent of respondents thought that recognition from the principal would contribute to high morale. The majority of the respondents stated that recognition from the principal would make them feel valued and respected and that it would inspire them to reach greater heights.

The majority of educators felt that unfavourable working conditions had a major impact on their morale status at the school. According to the sample respondents, 69% of them think that the public expects too much from them as educators and 82% of them do not get the necessary support from parents. Sub-categories 17, 18 and 19 of Table 3 were derived from question 30.
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According to respondents, the public thinks that educators must fulfil various roles and that educators know everything and can do anything. It is expected that teachers must fulfil parental roles too, like teaching children manners. According to the sample respondents, the education department is

dysfunctional. They provide no support for educators and show little or no appreciation towards teachers. It was stated that, teachers are not protected by departmental policies.

Sub-categories 20, 21, 22 and 23 of Table 3 were derived from question 32. The majority of respondents cited that the majority of the parents were not interested in the education of their children and that parental involvement was non-existent. According to the respondents only a small percentage does show interest. Eighty-seven percent of respondents also mentioned that parents were not involved in the education of their children.

The majority of educators feel a sense of belonging toward the school although the socio-economic context, within which the school is located, has the greatest negative impact on their morale status.

Sub-categories 23-24 of Table 3 were derived from question 36. Many respondents felt that a high level of morale would improve learner attitudes. Educators would be motivated and would pass a positive attitude on to their learners. The end result could be an improved standard of teaching and learning.

How can low morale be dealt with?

Sub-categories 25 and 26 of Table 3 were derived from question 38. Some respondents felt that decision-making was not the only factor influencing
59

morale; it was just part of the problem. Seventy-three percent of the sample size indicated that being part of decision-making would increase their morale. They felt that being part of decision-making would make them feel that they belonged and they would have a sense of ownership towards the school.

Sub-categories 27-29 of Table 3 were derived from question 40. Community involvement in the school according to the respondents would result in learners' attitudes changing and learner discipline improving. Respondents felt that the teachers and learners would feel safe at the school. According to them, community involvement leads to less pressure placed on educators. There would be greater support in terms of fundraising efforts and learner discipline. It also shows 97% of the respondents felt that community involvement in their school would contribute to high educator morale.

Sub-category 30 of Table 3 was derived from question 41. The sample respondents felt that your performance will be enhanced if you are supplied with the necessary resources to execute your daily tasks. Ninety-four percent of the respondents felt that if they were not supplied with the necessary resources it would affect their morale.

Sub-category 31 of Table 3 was derived from question 42. Respondents felt that if their personal problems were taken care of, they would feel that they were important and that they mattered. According to them, assistance in this regard would improve their productivity. Of the respondents, 71% want management to provide them with assistance to resolve personal issues.

Sub-category 32 of Table 3 was derived from question 43. Realistic opportunities for growth and advancement would drive you to do your best, according to the sample audience because 97% of respondents felt that realistic opportunities for growth and advancement would contribute to higher morale.
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Sub-categories 33-34 of Table 3 were derived from question 45. The majority of educators in the sample felt that they needed support with regard to their work especially in disciplining learners. They want management to listen to their grievances.

Sub-categories 35-36 of Table 3 were derived from question 46. Other concerns that affect educator morale according to respondents are, management must be more committed toward their staff and be more respectful toward them. They also felt that governmental role in education must be more visible because there is a lack of departmental presence at their schools. Many respondents cited that better financial compensation was a priority.

4.2.2 Data obtained from School Management Teams

Biographical Information

TABLE 5: Biographical Information of SMTs

AGE GENDER YEARS TEACHING 70% 30% 10-15 16-21 0% RANK

20-30 31-40

0% 0%

Male Female

Deputy principal

30% 50%

10% Heads of Department 60% Educator 30% Acting subject head

41-50 51+

80% 20%

22-27 28+

10% 10%

61

From the table 5 on the biographical information of School Management Teams, 80% of the SMTs fall into the age group 41-50. The males made up 70% of the respondents and the females 30%. Sixty percent of SMTs have been teaching for 22-27 years and the majority is Heads of Department. This is an indication to the researcher that for a long time they have been exposed to factors that influence the morale of educators. Their feedback comes from more mature viewpoints.

Table 6 is a compilation of the different categories of the responses of the School Management Teams. The responses are grouped according to question categories and sub-categories. The table provides a list of all the main categories and sub-categories identified in this study and the responses of the School Management Team are summarised as motivation. This is followed by a discussion of each category and a visual representation of the quantitative view of the sub-categories in the form of tables.

TABLE 6: Derived Categories and Motivation (SMTs)

MAIN CATEGORIES SUB-CATEGORIES MOTIVATION FROM THE DATA FOR NAMING of SUB-CATEGORIES If all your needs are met, the working environment will be pleasant because all the resources that you need will be at your disposal and the quality of teaching and learning will be enhanced.

1. Defining the concept.

1. Leads to job satisfaction.

2. Leads to improvement Your performance will improve and you in motivation in teachers. will be driven to reach greater heights. 2. Causes of low morale. 3. Involvement in Educators will feel part of the institution. decision-making leads to The school's results will be improved. improvement in the institution. Everyone must partake in decision4. Top down decisionmaking makes the school making. dysfunctional.

62

5. Management style of the principal. 6. Low motivation in educators.

Ineffective management structures.

High absenteeism rate and educators have minimal involvement in extra curricular duties.

7. Undisciplined learners. Learners are disrespectful towards teachers and teachers feel unsafe in their working environment. 8. Lack of involvement. Teachers are not happy about the current situation at the school they are engaged in the absolute minimum activities.

9. Bad learner discipline. Learners are not interested in education. There is no assistance from the Department of Education with regard to learner discipline. 10. Division among staff. Staff does not stand together. Too many cliques. 11. Favouritism - unequal All educators should be treated equally treatment of educators. and fairly. 12. Working conditions. 13. Guidance. Decrease the workload of educators. Assign a mentor to each beginner teacher to guide him/her. Large classes with undisciplined learners. Lowest paid profession in South Africa. Young staff is highly motivated. Some of the older staff members do show enthusiasm and try to learn. None are in place.

13. Low salaries and undisciplined learners.

14. Part of staff is motivated.

3. How low morale can be dealt with.

15. No mechanisms.

16. Guardianship.

Be supportive and assign somebody to teach them. Parents must work with educators in disciplining their children.

17. Parental duty neglected by parents.

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18. Attendance will indicate that parents are interested. 19. Resolving personal issues, leads to improvement in the working environment. 20. Lack of confidentiality.

Teachers will go the extra mile.

The atmosphere at the school will be pleasant. Educator's performance will be enhanced.

Teachers must resolve their own personal issues, otherwise everyone will know your personal issues There is favouritism toward certain educators. Workload is not evenly distributed.

21. Principal's management style and an uneven distribution of work load. 22. No mechanisms in place. 23. Attempts by different role players.

Educators are left to deal with it on their own. All role players must work together as a team and be supportive and build each other. Low salaries.

24. Salaries.

Defining the concept

Sub-category 1 of Table 6 was derived from question 6. According to the respondents, when your needs are satisfied, it leads to job satisfaction .Your working environment will be pleasant and the quality of teaching and learning will improve because you have everything that you need to your disposal. Fifty percent of SMTs agree that when a person's needs for the job are satisfied, high morale is present. Thirty percent of SMTs strongly agree and 20% disagree.

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Sub-category 2 of Table 6 was derived from question 8. Respondents felt that if you feel interested in and enthusiastic about your job, you will feel motivated. Your performance will improve and you will be driven to do your best. According to one of the respondents, interest and enthusiasm leads to improved results, less disciplinary problems and greater interaction with co-workers. Fifty percent of SMTs strongly agrees that high morale is evident when a person is interested in and enthusiastic about their work, 40% agree and 10% disagree.

Causes of low morale

Sub-categories 3-4 of Table 6 were derived from question 10. Involvement in decision- making according to the majority of the respondents, leads to the improvement of the institution because educators will feel part of the institution and the school's results will improve. Eighty percent of SMTs felt that exclusion of post level 1 educators from decision making will contribute to low educator morale. Top down decision making according to the respondents, makes the school dysfunctional. According to sample respondents, everyone must take part in decision making. Transparency is vital.

Sub-categories 5-7 of Table 6 were derived from question 12. Eighty percent of SMTs rank the morale status of educators as low. The reason for this is the management style of the principal which is ineffective. The other reason is low motivation in educators. They stated that there is a high absenteeism rate among educators and educators are not involved, they do the minimum of duties. Another reason cited by the SMTs for low motivation in educators is undisciplined learners. SMTs felt that teachers feel unsafe in their working environment, learners are not respectful anymore.

Sub-category 8 of Table 6 was derived from question 13. The lack of involvement of educators was identified as an indicator of the morale status of
65

educators. According to one of the respondents, it is evident that teachers are unhappy with the situation at the school. The general feeling is, the less I can do, the better.

Sub-categories 9-10 of Table 6 were derived from question 15. Poor discipline among learners was identified as the biggest cause of low educator morale. Respondents felt that they do not get any assistance in this regard from the Department Education. They stated that learners were just not interested in education. Forty percent of SMTs think that poor discipline among learners is the biggest cause of low morale, 30% of them think it is conflicting personalities among staff members, 20% think it is the lack of adequate resources and 10% think it is personal problems of educators. Conflicting personalities among staff causes division among staff and the majority of the SMTs felt that there was a lack of unity among educators.

Of SMTs 70% sometimes acknowledge Post level 1 educators for a job well done. Seventy percent of them acknowledge Post level 1 educators sometimes in front of other staff members. When they indicated teacher absenteeism rate per week, 55% responded 2-9 teachers per week, 33% responded 10-17 teachers per week and 11% responded 18+ teachers per week.

Sub-categories 11-12 of Table 6 were derived from question 19. The majority of SMTs felt that all educators should be treated equally, there should be no favouritism and the workload of educators should be decreased.

Eighty percent of SMTs responded that there are teachers assigned subjects in which they did not specialise. A mentor is assigned to each educator to guide him/her according to the respondents, as a measure to assist them.

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Seventy-seven percent of the SMTs think that educators are not excited about the profession. Sub-categories 13-14 of Table 6 were derived from question 23. The reasons that were indicated by the SMTs for this were low salaries and undisciplined learners. One of them responded that it was the lowest paid profession in South Africa. The young staff members are highly motivated, according to some SMT members because they do show some enthusiasm and try to learn.

How can low morale be dealt with?

Sub-categories 15-16 of Table 6 were derived from question 24. According to the majority of sample respondents, no mechanisms are in place to keep beginning teachers motivated and excited about the profession. According to them, a mentor must be assigned to beginner teachers to teach them the ropes. They should be provided with the necessary support.

One Hundred percent of SMT members think that parental support will increase educator morale. Ninety percent of SMT members felt that the attendance of parents at parent meetings will contribute to higher educator morale. Subcategory 17 of Table 6 was derived from question 25. The majority of the sample audience felt that parents must work together with educators in disciplining their children. They feel that the parental duty is neglected by the parents. Sub-category 18 of Table 6 was derived from question 26. According to the SMT sample, attendance of parents at parent meetings will show that parents are interested in the education of their children and because of that, teachers will go the extra mile.

Sub-categories 19-20 of Table 6 were derived from question 29. Seventy percent felt that assisting educators to resolve personal issues would contribute to higher educator morale. If personal problems were resolved, it would lead to
67

improvement in the working environment. The performance of the educators would be enhanced and the atmosphere in the workplace would be pleasant. The SMTs also felt that there was a lack of confidentiality at the school and teachers should resolve their own personal issues.

Sub-category 21 of Table 6 was derived from question 30. The majority of SMTs felt that the main causes of the low morale among the staff were the principal's management style and an uneven distribution of the workload.

Sub-categories 22-23 of Table 6 were derived from question 31. According to the SMTs there are no mechanisms in place to deal with low morale of educators. One of the SMT members responded that, educators are left to their own devices and those with low morale are often seen as rebels or plain lazy. They also mentioned that all the role players must work together as a team and be supportive and motivate wherever they can.

Sub-category 24 of Table 6 was derived from question 32. According to the SMT members, low salaries also impacted on morale of teachers.

4.2.3 Data obtained from principals

Biographical information

TABLE 7: Biographical Information of Principals

AGE GENDER YEARS TEACHING EXPERIENCE

68

51+

28+

From the above table it can be concluded that the two principals fall within the same age group and gender and both of them have been in the profession for more than 28 years. They are very mature managers and the many years of service indicate to the researcher that for years they have been exposed to factors that affect the morale status of educators. It also gives the researcher information that they speak from a male perspective.

Table 8 is a compilation of the different categories of the responses of the principals. The responses are grouped according to question categories and sub-categories. The following table provides a list of all the main categories identified in this study and the responses of the principals will be summarised as motivation for naming the sub-category. This is followed by a discussion of each category and a visual representation of the quantitative view of the subcategories in the form of tables.

TABLE 8: Derived Categories and Motivation (Principals)

MAIN CATEGORIES SUB-CATEGORIES MOTIVATION FROM DATA FOR NAMING THE SUB-CATEGORIES You will not meet the objectives of the task if you teach with low morale. You will be fulfilled in your job and it will improve the quality of teaching and learning. Post level 1 educator contribution also important. Teachers also want to be part of the decisions taken. Those that obtain good results get enjoyment from hard work. A consultative approach is needed.

1. Defining the concept.

1. Leads to fulfilment by overcoming obstacles. 2. Leads to service delivery.

2. Causes of low morale.

3. Decision-making is very important.

4. Some obtain good results while others are poor.

69

5. Involvement and cooperation.

Lack of involvement and poor results is an indication of low morale and optimal co-operation is an indication of high morale. Unions cannot come to an agreement on how things must be done. By empowering them with knowledge and making them part of decision-making and also involving the Dept. of Education. Use the knowledge gained from the Department.

6. Teacher unions.

7. Trying different methods.

8.Training

9. Depends on the individual His calling must become a reality to him. and also by making the individual part of the school.

3. How low morale can be 10. Responsibility of the

dealt with. Education Dept. or Mentorship

They get support from senior teachers. It is the responsibility of the Department.

11. Discipline is the It is the responsibility of parents and teachers' responsibility. educators to discipline. Discipline is a parental issue. 12. Leads to co-operation. Involvement of parents leads to better co-operation.

13. Leads to effectiveness of Teachers will be effective in the the educator in his duties. execution of their duties. 14. Biggest cause is the Department of Education. Schools are not provided with the necessary resources. Another issue is low salaries. Principals must be aware of the needs of the educators. Workshops were done but rejected by certain individuals. No other factors were mentioned.

15. Show interest and have workshops.

16. None

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Defining the concept

Sub-category 1 of Table 8 was derived from question 5. According to the principals, if your needs are satisfied, you will be fulfilled and do what you are supposed to in the work situation. One of principals agreed that high morale is evident when a person's need for the job is satisfied and one strongly agrees.

Sub-category 2 of Table 8 was derived from question 7. Interest and enthusiasm lead to service delivery. You will be fulfilled and your performance will be enhanced. One of principals agrees and one strongly agrees that high morale is evident among educators when they show interest and enthusiasm towards their job.

Causes of low morale

Sub-category 3 of Table 8 was derived from question 10. According to a respondent, post level 1 contribution to decision making is just as important as those higher post levels. One of the respondents felt that exclusion of post level 1 educators from decision-making contributes to low morale because they cited that educators want to feel part of the decisions. The other respondent felt that exclusion of post level 1 educators from decision making will not contribute to low morale.

Sub-category 4 of Table 8 was derived from question 12. One of the principals in this study ranked the morale status of educators as high and the other one ranked it as low. The respondent that ranked the morale status of educators as low stated, Some high, some low. The higher are engaged in what they were

71

employed for and enjoy it. The lower ones hide behind poor performance and finding fault. The other respondent, who ranked the morale status as high, mentioned that they make use of a consultative approach. Sub-category 5 of Table 8 was derived from question 13. An indicator of the morale status of educators is the level of involvement of educators in their duties and also the level of co-operation among them.

Both of the principals chose conflicting personalities among staff members as the biggest cause of low morale among educators. A reason that was mentioned as the root of this problem was the unions. They said that each union had its own opinion on how things should be done.

One of the respondents always acknowledges educators in front of other staff members for a job well done, while the other sometimes acknowledges educators in front of other staff members for a job well done.

Sub-category 7 of Table 8 was derived from question 19. According to the respondents, the morale status of educators can be improved by, having regular workshops and involving them in decision-making. The other respondent mentioned: I tried various methods and the employer must attend to this very important issue. Both the respondents indicated teacher absenteeism as 2-9 educators per week. One of principals indicated that teachers are not assigned subjects that they do not specialise in and the other one indicated that teachers are assigned subjects that they do not specialise in. Sub-category 8 of Table 8 was derived from question 21. A respondent indicated that he would assist educators by making use of the training offered by the Dept. of Education.

Both the respondents indicated that educators are still excited about the profession. Sub-category 9 of Table 8 was derived from question 23. Principals

72

felt that they must realise their calling and also be made to feel part of decision making.

How can low morale be dealt with?

Sub-category 10 of Table 8 was derived from question 24. To keep beginner teachers motivated, a mentor e.g. a senior educator is assigned to the teacher. The other respondent felt that it is the responsibility of the employer to keep beginner teachers motivated.

Sub-category 11 of Table 8 was derived from question 25. One respondent felt that parental support in discipline problems of their children would contribute to high morale. One of the respondents felt that discipline was an educator issue and the other respondent feel that discipline starts at home. One principal felt that high attendance of parents at parent meetings contributed to high morale (sub-category 12 of Table 8 was derived from question 26).

Sub-category 12 of Table 8 was derived from question 29. According to respondents assistance to resolve personal issues of educators leads to performance enhancement, high productivity levels and an improvement in results.

Sub-category 13 of Table 8 was derived from question 30. The main causes of low morale among educators, according to principals, are a lack of resources and inadequate remuneration. This problem was solely in the hands of the Department of Education.

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Sub-category 14 of Table 8 was derived from question 31. According to principals, to deal with low morale you need to show interest in the educators as a manager and you need to hold frequent workshops.

4.3 WHAT HAS BEEN LEARNT FROM THIS RESEARCH STUDY?

Table 9 provides a list of learning as a result of the research: TABLE 9: Learning

What have been learnt? Where can it be What can be found? recommended? (Questionnaire responses/literature Review) Questionnaire responses (pg. 93 on the educator questionnaire), Literature Review (Bentley and Rempel as cited in Bhella (2001:369). Applicable to who are the recommendatio ns.

Morale is the extent to which a person's needs are satisfied, the person will be happy and content.

If person's needs are Principals and satisfied (personal SMTs. and job needs) the person will meet the objectives of the institution. Management needs to show interest in educators' needs and try to meet them. If productivity levels Principals and are low, learner SMTs. achievement will be poor. Educators' needs need to be met. Principals must try to be more approachable to the staff. Ask suggestions from educators on how to improve their morale status.

Morale affects the productivity levels in an institution.

Literature Review (Ellenberg 1972:76).

74

Prevalence of HIV infections and the pressure dealing with the effects of HIV/AIDS.

Literature Review (Lorgat as cited in Mahabeer (2008:44) Hall et al (2005:23).

SMTs, principals and SMTs, principals the education dept. and the Dept. of must work hand in Education. hand with the educators concerned. They must provide personal assistance in the form of motivation and outside psychological support. It is time for the Department of Education to invest in their educators. The principals should educate themselves with the necessary knowledge of HIV/AIDS to reduce stigmatisation of employees. The Education Dept. must put solid structures in place when it comes to the discipline of the learners because these learners are protected by our constitution. Schools must have sound disciplinary codes for learners and educators. Parents must support teachers in the discipline of their learners. The Dept. of Education, Principals, SMTs and Parents.

Lack of support in terms of discipline of learners is a cause of low morale.

Questionnaire responses (pg. 98 on the educator questionnaire) /Literature Review. Malone, Bonitz and Rickett as cited in Valentic (2005:11); Naong 2007: 283.

Low motivation in Questionnaire learners is a cause of responses pg. 96 on low educator morale. the educator questionnaire) and Literature Review

Parents need to Parents and motivate the learners Educators. at home and show interest and involvement in their

75

(Stenlund 1995:146). schoolwork and give them the necessary support. Teachers must motivate them at school by being committed to the objectives of the institution. Socio-economic context within which the schools are located and community involvement is a cause of low morale. Questionnaire responses (pg. 99 on the educator questionnaire), literature Review (SAIDE 2001:21). Communities must Community, work hand in hand principals and with the school so SMT. that educators and learners can feel safe at these schools. Schools need community support. This will also motivate learners to become serious toward their work. Principals need to speak to community leaders and ward councillors and involve them in the school. The Dept. of The Dept. of Education should Education. make more resources available to the schools e.g. textbooks, paper, stationery, equipped laboratories and especially assist schools in poorer communities. They should study these schools' feeder areas and understand how it impacts on the success rate of these schools.

Poor working conditions are a cause of low morale.

Questionnaire responses (pg. 98 on the educator questionnaire)/Literat ure Review.

76

Management style of the principal is one of the causes of low morale.

Literature Review (Pan and Qin 2007: 75) and questionnaire responses (pg. 96 on the educator questionnaire).

The principals should Principals attempt to institute consistency and promote feelings of dedication among workers. They must introduce a common stake in the organisation's purposes and build relationships of reliance and deference among the staff. Principals and Principals must make educators part SMTs. of the decisions. When you make educators part of the decisions, you make them part of the goals of the institution. When you make decisions, you set goals. With decision-making comes accountability, they might feel part owners in the institution. This could boost their morale and propel them to greater heights. The Education Dept. Dept. of should revise their Education. compensation systems. They could for example link a portion of the pay to job performance to encourage superior performance. The Dept. of Principals and

Exclusion of educators from decision-making.

Literature Review (Evans L 1998:426) and questionnaire responses (pg. 99 on the educator questionnaire and pg. 105 on the SMT and principal questionnaire.

Inadequate salary structures are one of the causes of low morale.

Questionnaire responses (pg. 96 and 101 on the educator questionnaire and pg. 110 on the principal and SMT questionnaire).

Stress and physical

Literature Review. 77

fatigue and assistance to resolve personal issues affect morale of educators as ways to deal with low morale.

(Stenlund 1995:146), Berman 1987. Questionnaire responses (pg. 100 on the educator questionnaire).

Education in coSMTs and Dept. operation with of Education. principals and SMTs should work together with other governmental institutions e.g. dept. of health and local municipalities and involve local clinics and hospitals and propose wellness programmes for both educators and learners. Educators need the Parents. support of the parents. Parents need to do their parental duties at home e.g. teach their children respect and discipline. Educators want Principals and recognition and they SMTs. want to be recognised in front of the rest of the staff. Effective managers find ways to use various reward systems to motivate employees Beginner teachers must work closely with teachers and teacher mentors. Principals and SMTs.

Parental support is vital in improving learner discipline as a way to deal with low morale.

Questionnaire responses (pg. 98 on the educator questionnaire).

Provide recognition for a job well done as one of the ways to deal with low morale of educators

Questionnaire responses (pg. 97 on the educator questionnaire)/Literat ure Review (Whitaker 1995:80)

Keep beginner teachers motivated as one of the ways to deal with low morale of educators.

Questionnaire responses (pg. 108 on the SMT and principal questionnaire. Educator and Literature Review (Inman and Marlow 2004).

78

4.4 CONCLUSION

The chapter gives an outline of the data analysis and data interpretation. The first part of the chapter was divided into three sections:

data obtained from educators data obtained from SMTs data obtained from principals

The biographical information was summarised for each section according to the questions that were asked on the questionnaires. The data was then categorised according to main categories (defining the concept, causes of low morale and how low morale can be dealt with). Each main category was divided into sub-categories and a summary of the responses from the data were given as a motivation for naming each sub-category. The data was then analysed and interpreted. The numeric data were converted into percentages for educators and SMTs. The actual numbers were used for the principals because there were only 2 respondents.

The second part of the chapter was to compile a table of the learning listed in this chapter under the headings: where can it be found (questionnaire or literature review), what can I recommend and applicable to whom is the recommendation.

In this chapter the data was analysed, interpreted and the learning was listed, As a result of learning listing, recommendations could be made.

The

next

chapter

provides

an

overview

of

summaries,

deductions,

recommendations and further research.

79

CHAPTER 5
OVERVIEW OF RESEARCH, DEDUCTIONS, RECOMMENDATIONS, NEED FOR FURTHER RESEARCH and CONCLUSION

5.1 INTRODUCTION

This

chapter

provides

an

overview

of

summaries,

findings

and

recommendations that provide suggestions on good practice guidelines for improving educator morale as well as possible research that could be undertaken.

5.2 OVERVIEW OF SUMMARIES

Chapter 1 provides a general introduction and motivation for the study and a list of factors that affect educator morale negatively was provided. A general background to what altered the morale of educators was provided. A short report on the transformation of educator morale in South Africa and abroad was given. The objectives of the study were clearly demarcated. The chapter concluded by clarifying the concepts related to the research topic and outlining the division of chapters.

Chapter 2 outlines the research methodology used to collect the data. The outline is listed below. A discussion of why and how the sample was selected. An identification of the data needed.

80

The literature study process. The types of research approaches (qualitative and quantitative). A discussion on how the questionnaires were developed. The data analysis and data interpretation procedure.

Chapter 3 outlines a literature review undertaken in order to determine what educator morale is, causes of low morale, indicators of low morale, the importance of high morale and how low morale can be dealt with.

Chapter 4 provides an analysis and interpretations of the empirical data. The data obtained from educators, principals and SMTs was discussed under the themes mentioned in the questionnaires (biographical information, defining the concept, causes of low morale and how low morale can be dealt with).

Chapter 5 provides an overview of the research. Important findings from both the literature review and empirical investigation were discussed.

Recommendations based on both literature review and empirical findings were made to improve educator morale as well as possible research that could be undertaken.

5.3 IMPORTANT DEDUCTIONS FROM LITERATURE AND EMPIRICAL STUDY

From the literature review and responses to the questionnaires, the following deductions were made.

81

1. Morale is the extent to which a person's needs are satisfied, the person will be happy and content. (Bentley and Rempel as cited in Bhella (2001:369) and Pg. 93 on the educator questionnaire). 2. Morale affects the productivity levels in an institution. (Ellenberg 1972:76) 3. The prevalence of HIV infections and the pressure dealing with the effects of HIV/AIDS is one of the causes of low morale. ((Lorgat as cited in Mahabeer (2008:44) and Hall et al (2005:23)). 4. The lack of support in terms of discipline of learners is one of the causes of low morale. (Malone, Bonitz and Rickett as cited in Valentic (2005:11), Naong (2007:283) and Pg. 98 on the educator questionnaire). 5. Low motivation in learners is a cause of low morale. (Pg. 96 on the educator questionnaire and Stenlund (1995:146)). 6. The socio-economic context within which the school is located and the level of community involvement is a cause of low morale. (Pg. 99 on the educator questionnaire and SAIDE (2001:21)). 7. A cause of low morale is poor working conditions. (Pg. 98 on the educator questionnaire and Whitaker 1995:80)). 8. The management style of the principal is one of the causes of low morale. (Pg. 96 on the educator questionnaire and Pan and Qin (2007:75)). 9. The exclusion of educators from decision-making is a cause of low morale. (Evans 1998:426), Pg. 99 on the educator questionnaire and Pg. 105 on SMT and principal questionnaire). 10. One of the causes of low morale is inadequate salary structures. (As a response to Pg. 96 and pg.101 on the educator questionnaire and Pg. 110 on the SMT and principal questionnaire). 11. Stress and physical fatigue and assistance to resolve personal issues affect morale of educators. (Stenlund 1995:146, Berman 1987 and Pg. 100 on the educator questionnaire).
82

12. Parental support is vital in improving learner discipline. (Pg. 98 on the educator questionnaire). 13. Provide recognition for a job well done as one of the ways to deal with low morale. (Pg. 97 on the educator questionnaire and Whitaker 1995:80). 14. Keep beginner teachers motivated as one of the ways to deal with low morale. (Inman and Marlow 2004 and Pg. 108 on the SMT and principal questionnaire).

5.4 RECOMMENDATIONS:

The general aim of the study was to investigate low morale among educators; a literature study was done and served as a benchmark for the empirical study. The deductions as well as the empirical investigation are encapsulated in the following recommendations: 1. If a person's needs are satisfied, (personal and job needs) the person will meet the objectives of the institution. Management needs to show interest in educators' needs and try to meet them. 2. If productivity levels are low, learner achievement will be poor. Meet the needs of the educators; try to be more approachable to the staff. Ask for suggestions from educators on how to improve their morale status. 3. SMTs, principals and the education department must work hand in hand with the educators that are infected and affected by HIV/AIDS. They must provide personal assistance in the form of outside psychological support. It is time for the education department to invest in their educators. The principals should educate themselves with the necessary knowledge of HIV/AIDS to reduce stigmatisation of employees. 4. The education department must put solid structures in place when it comes to the discipline of the learners because these learners are
83

protected by our constitution. Schools must have sound disciplinary codes for learners and educators. Parents must support educators in the discipline of their children. 5. Parents need to motivate the learners at home and show interest and involvement in their schoolwork and give them the necessary support. Teachers must motivate them at school by being committed to the objectives of the institution. 6. The community must work hand in hand with the school so that educators and learners can feel safe at these schools. Schools need community support. This will also motivate learners to become serious toward their work. Principals need to speak to community leaders and ward councillors and involve them in the school. 7. The education department should make more resources available to the schools e.g. textbooks, paper, stationery, equipped laboratories and especially assist schools in poorer communities. They should study these schools' feeder areas and understand how it impacts on the success rate of these schools. 8. The principals should attempt to institute consistency and promote feelings of dedication among workers. They must introduce a common stake in the organisation's purposes and build relationships of reliance and deference among the staff. 9. Principals must make educators at all levels in the institution part of the decisions. When you make educators part of the decision-making, you make them part of the goals of the institution. When you make a decision, you set goals. With decision-making comes accountability, they will feel part owners in the institution. This will boost their morale and propel them to greater heights. 10. The education department should revise their compensation systems. They could, for example link a portion of the pay to job performance to encourage superior performance.

84

11. The department of education, in co-operation with principals and SMTs should work together with other governmental institutions e.g.

department of health and the local municipalities and involve local clinics and hospitals and propose wellness programmes for both educators and learners. 12. Educators need the support of the parents. Parents need to do their parental duties at home e.g. teach their children respect and discipline. 13. Educators want recognition and they want to be recognised in front of the rest of the staff. Effective managers find ways to use various reward systems to motivate employees. 14. Beginning teachers must work closely with teachers and teacher mentors and principals and SMTs must put mechanisms in place which are designed, only for beginner teachers.

5.5 POSSIBLE RESEARCH THAT COULD BE UNDERTAKEN

From the data analysis and interpretation a need for further research could be:

Determining ways of how low morale is affecting different kinds of schools.

Mechanisms for reporting incidence of low morale. To provide an instrument to measure low morale of educators in schools.

5.6 CONCLUSION

The chapter provides an overview of the summaries of the 5 chapters that was captured in this study. Important deductions from the literature and empirical study were given. For each deduction, a recommendation was given. From the

85

data analysis and data interpretation a list of possible research that could be undertaken was compiled.

Educator morale has dropped significantly over the past decade. Observe our external environment. Listen to the media reports on violent behaviour of learners on school premises. Take note of how educators are constantly showing their disgruntled feelings about their salaries. Study the poor results in certain schools. All these are factors that accentuate the motivational levels of educators in our schools. The majority of educators in the study ranked their morale levels as low and they cited that they needed support from the principal, SMTs, education department, parents and the community.

FINALLY! Words of Encouragement You gain strength, courage and confidence by every experience by which you really stop to look fear in the face. You are able to say to yourself: I lived through this horror, I can take the next thing that comes along. Eleanor Roosevelt

86

87

88

89

90

91

92

93

6. REFERENCE LIST

Andrew, L.D., Parks, D.J., Nelson, L.A. and the Phi Delta Kappa commission on Teacher/Faculty Morale. 1985. Administrators Handbook for Improving Faculty Morale. Phi Delta Kappa, Bloomington : Indiana.

Asmal, K. 1999. Call to action: Mobilising citizens to build a South African education and training system for the 21st century. 27 July.

Ball, S.J.1987. The Micro-Politics of the school. London: Routledge.

Bentley, R.R. and Rempel, A.M. 1980. Manual for the Purdue Teacher Opinionaire. 2nd rev.ed. West Lafayette, Indiana: Purdue research Foundation.

Berman, L.M.1987. The Teacher as Decision maker. In Teacher Renewal: Professional Issues, Personal Choices. New York: Teachers College, Columbia University. ED 277 678.

Bhella, S.K. 2001. Principals Leadership Style. Does it affect teacher morale? South African Journal of Education, 02(04):369-379.

Blocker, C.E. and Richardson, R.C. 1963. Twenty-five Years of Morale Research: A Critical Review. American Journal of Educational Sociology, 36:200-210.

Collins, W and Sons. 1989. Collins Concise Dictionary plus. The Bath Press. Glasgow.

Daily Dispatch. Staff absent at chaotic school. 7 February 2002:1.

87

Daily Dispatch. Teachers refuse to return to deployed posts. 12 April 2002:7.

Daily Dispatch. Editorial Opinion: equity and education. 9 May 2002:6.

Daily Dispatch. Help on way for East Capes needy schools. 11 February 2003:2.

Education Law and Policy handbook: the national laws, policies, codes and agreements relating to school governance and employment of Education in South Africa. 1999. Kenwyn: Juta.

Ellenberg, F.C. 1972. Factors Affecting Teacher Morale. NASSP Bulletin Vol. 56(12):76.

Evans, L. 1997. Understanding teacher morale and Job satisfaction. Teaching and Teaching Education, 13(8):831-845.

Evans, L. 1998. Teacher morale, Job satisfaction and Motivation. London: P. Chapman.

Engel, R.A. 1986. Creating and maintaining staff morale. The personnel administrators role in a time of ferment in education. Clearing House 60: 104-105.

Fuller, J. 1985. Morale is Bad! U.S. Department of Education. ERIC Document Reproduction. ED 266 815.

Gondor, P.O. and Hymes, D .1994. Improving School Climate and Culture. United States of America: A.A.S.A.

88

Hall, E.M., Althman, M., Nkomo, Peltzer, K and Zuma, K. 2005. Potential attrition in education: The impact of job satisfaction, morale, workload and HIV/AIDS. Report on factors determining educator supply and demand in South African Schools funded by and prepare for the Education Labour Research Council. Cape Town: HSRC Press.

Hayward, R. 2002. Educator Morale in South Africa in 2002: Report on findings. Pretoria: Naptosa.

Hoy, W.K. and Miskel, C.G. 1996. Educational Administration Theory, Research and Practice. Fifth edition. Auckland: McGraw Hill.

Humphreys, H. 1995. A different kind of teacher. London: Cassell.

Inman, D and Marlow, L. 2004. Teacher Retention: Why do Beginning Teachers remain in the Profession. Education Vol. 124(4), 605-614).

Kelehear, Z. 2004. Controlling stress. Principal Leardership. 5(3), 30-33.

Lumsden, L. 1998. Teacher Morale. Eugene, O.R.: Clearinghouse on Educational Management. ERIC Document Reproduction, Service no. EDOEDA-98-4.

Lawless, D.J. 1979. Organisational behaviour: The Psychology of effective management. Englewood Cliffs, N.J.: Prentice Hall.

Mahabeer, P. 2008. School Principals perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape. MEd dissertation. Port Elizabeth: Nelson Mandela Metropolitan University.

89

Mattera, J. and McConnell, D. 1991. Speaking of Morale. Clearing House 00098655. Vol. 64(6).

Mobile Task Team. 2005. Educator Attrition and Mortality in South Africa for the Education Labour Relations Council: Durban: University of Kwazulu Natal.

Naong, M. 2007. The impact of the abolition of corporal punishment on teacher morale: 1994-2004. South African Journal of Education, Vol. 27(2), 283-300.

Pan, X and Qin, Q. 2007. An Analysis of the Relation Between Secondary School Organizational Climate and Teacher Job Satisfaction. Chinese Education and Society, Vol. 40(5), 65-77.

Restaurant Hospitality. 8 Ways to show employees the love when you cant show them the money. 1 March 2009.

S.A. National Department of Education. 1998. 400(19320), 2 October: Pretoria: Government Printer.

Government

Gazette,

SAIDE. 2001. Consolidated Report on SAIDEs Research into Educational Programmes and Opportunities in Rural Areas. Cape Town: Oxford University Press.

South African Democratic Teachers Union. 2009. The Educators Voice. Union role in supporting teacher well-being- teacher perceptions. 13(2) July:14.

Stenlund, K. 1995. Teacher Perceptions Across cultures: The Impact of Students on Teacher Enthusiasm and Discouragement in a Cross-Cultural context. The Alberta Journal of Educational Research Vol. 41(2):145-61.
90

Struwig, F.W. and Stead, G.B. 2001. Planning, designing and reporting research. Cape Town: Pearson education.

Sunday Times . You dont need to ring a bell. 18 October 2009:4.

Sunday Times. The writings on the wall. 29 September 2002:17.

Thurlow, M. 2003. Managing people and performance. (cf. Managing human resources in South African schools. Edited by Lumby, J, Middlewood, D and Kaabwe, E. South African commonwealth secretariat)

Valentic, K.M. 2005. Teacher Morale. MEd dissertation. Ashland University.

Websters New Collegiate Dictionary. 1977. Springfield Massachusetts. G and C Merriam company: 748.

Wild-life Management Professional. Dont forget your employees. April 2009:2.

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92

APPENDIX A

QUESTIONNAIRE TO EDUCATORS AIM AND OBJECTIVES OF THE QUESTIONNAIRE:

AIM : To acquire information from educators about their morale issues in their respective job situations

OBJECTIVES: To obtain information on what teachers opinions are of morale. To obtain information from teachers on what the causes are of low morale among them. To obtain information from teachers on how low morale can be dealt with

CONFIDENTIALITY: All information obtained will be treated as STRICTLY CONFIDENTIAL and will only be used for research purposes. Respondents (educators, principal, School Management Team and the School) will never be identified by name.

INSTRUCTIONS FOR ANSWERING THE QUESTIONNAIRE: Indicate your most suitable choice or choices with a cross (X) in the block (s) as required for each statement or question or answer the question in the space provided. Note that the questionnaire is printed back-back.

TIME NEEDED TO ANSWER THE QUESTIONNAIRE It should take no longer than 30 minutes to answer the questionnaire. Please complete the questionnaire by 10 September 2009.

Thank you very much for taking the time and trouble to answer the questionnaire.
92

DATA COLLECTION TOOL FOR EDUCATORS: Answer the following questions as honest as possible. To ensure anonymity no names need to be furnished. A. BIOGRAPHICAL INFORMATION: 1. AGE: 20-30
1

31-40
2

41-50
3

51+
4

2. GENDER Male
1

Female
2

3. YEARS TEACHING EXPERIENCE: 0-4

1

5-9
2

10-14
3

15-19
4

20+
5

4. RANK: Educator
1

Head of Dept.
2

Deputy Principal
3

Principal
4

B. DEFINING THE CONCEPT 5. High morale is present in the job situation when a persons needs are satisfied. Agree
1

Strongly Agree
2

Disagree
3

Strongly Disagree
4

6. Give reasons for your choice above. 93

 7. High morale is evident in the job situation when a person shows interest in his/her job and is enthusiastic about the job. Agree
1

Strongly Agree
2

Disagree
3

Strongly Disagree
4

8. Give reasons for your choice above. .. 9. Low morale at work arises from: Personal experiences
1

Job related experiences

2

10. Do you feel your needs are satisfied in this job situation? 11. Are you still interested and enthusiastic about your job? 12. If no, why?

Y
1 1

N
2 2

94

C. CAUSES OF LOW MORALE 13. Rank the following causes of teacher morale on a scale from 1-5 (1. Indicating very high frequency and 5 very low frequency).

A. Management style of the principal B. Lack of educational resources C. Relationships among peer groups D. Conflicting personalities in the job situation E. Poor working conditions

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

14. If I am not satisfied and happy with my work situation, I Take a passive attitude towards my work Discuss the problem with the principal Talk to a colleague Talk to a SMT member Ignore it 1. 2. 3. 4. 5

Other.. 6.

15. Explain your choice. 95

16. The major factor influencing morale of teachers at this school is: The management style of the principal Low motivation in learners Public criticism of educators 1. 2. 3.

Other. 4.

17. Explain your choice. ..................

18. Are you excluded from the important aspects of decision making at your school? 19. Do you think SMTs and principals only are best qualified to make decisions at your school? 20. Have you ever thought of leaving the profession?

Y
1

N
2

Y
1

N
2

Y
1

N
2

96

21. Give a reason for your above answer in nr. 20. ............................... 22. How do you rank your own morale status? Low
1

High

Very High

23. Which of the following according to you, is the best way to deal with low morale of educators? Involve the educators in decision making processes at the school Proactive teacher education workshops If appreciation is shown toward teachers for a job well done Principal should manage conflict appropriately 1. 2. 3. 4.

Other. 5.

24. What are the main causes of your morale status at your school? Y N 25. Does the principal provide recognition to you for a job well done?
1 2

97

26. Do you think that recognition from the principal will contribute to high morale? 27. If yes, motivate why you say so.

Y N
1 2

28. Which of the following has an impact on your morale status at the school? Unfavourable working conditions Management style of the principal Ineffective administrative structures No possibility for advancement (promotion) Y
1

1. 2. 3. 4. N
2

29. Do you think that the public expect too much of you as an educator?

30. If yes why do you think this? ..

31. Do you get the necessary support from parents ?

Y N
1 2

98

32. Motivate your answer. .. Y N

1 2

33. Are the parents involved in the education of their children ?

34. Which of the following statements describes your sense of belonging toward the school best ? You feel that you belong You feel detached from the group/ cannot fit in 1. 2.

35. Which of the following have the most negative impact on your morale status at the school? Vandalism of the school Physically and aggressive learners Socio-economic context within which the school are located Abolition of corporal punishment 1. 2. 3. 4.

36. Of what value is a high level of morale among educators to the learners? 99

D. HOW CAN LOW MORALE BE DEALT WITH? 37. Do you think that being part of the decision making will increase your morale or not? 38. Explain your answer ........................................................................................................................ Y N ..................................................
1 2

Y N
1 2

39. Do you think that community involvement in your school would contribute to high morale 40. Motivate your answer above 41. Does it affect your morale if the education dept. does not supply you with the necessary resources? 42. Does it affect your morale if management provides you with assistance to resolve personal issues? 43. Will realistic opportunities for growth and advancement contribute to higher morale? Y
1

N
2

Y
1

N
2

Y
1

N
2

44. Motivate your answers for each of the above questions: 41 42 100

 43 45. How do you think management can best deal with low morale of educators? .. 46. If you have any other concern that affect your morale but is not covered in this questionnaire, please write it down.

101

APPENDIX B

QUESTIONNAIRE TO PRINCIPALS AIM AND OBJECTIVES OF THE QUESTIONNAIRE

AIM :
To acquire information from principals about the morale issues at their respective schools.

OBJECTIVES :
To obtain information on what principals opinions are of morale. To obtain information from principals on what the causes are of low morale among educators. To obtain information from principals on how low morale can be dealt with.

CONFIDENTIALITY :
All information obtained will be treated as STRICTLY CONFIDENTIAL and will only be used for research purposes. Respondents (educators, principals, School Management Teams and the school) will never be identified by name.

INSTRUCTIONS FOR ANSWERING QUESTIONNAIRE:

Indicate your most suitable choice or choices with a cross(X) in the block(s) as required for each statement or question or answer the question in the space provided. Note that this questionnaire is printed back-to back. TIME NEEDED TO ANSWER THE QUESTIONNAIRE: It should take no longer than 30 minutes to answer the questionnaire. Please complete the questionnaire by 10 September 2009.

Thank you very much for taking the time and trouble to answer the questionnaire.

102

APPENDIX C

QUESTIONNAIRE TO SCHOOL MANAGEMENT TEAMS AIM AND OBJECTIVES OF THE QUESTIONNAIRE:

AIM:
To acquire information from School Management Teams (SMTs) about the morale issues of educators at their schools.

OBJECTIVES:
To obtain information on what SMTs opinions are of morale. To obtain information from SMTs on what the causes are of low morale among educators. To obtain information from SMTs on how low morale can be dealt with.

CONFIDENTIALITY:

All information obtained will be treated as STRICTLY CONFIDENTIAL and will only be used for research purposes. Respondents (educators, principal, School Management Team and the school) will never be identified by name.

INSTRUCTIONS FOR ANSWERING THE QUESTIONNAIRE:

Indicate your most suitable choice or choices with a cross (X) in the block(s) as required for each statement or question or answer the question in the space provided. Note that this questionnaire is printed back-to-back.

TIME NEEDED TO ANSWER THE QUESTIONNAIRE:

It should take no longer than 30 minutes to answer the questionnaire. Please complete the questionnaire by 10 September 2009.

Thank you very much for taking the time and trouble to answer the questionnaire.

103

DATA COLLECTION TOOL FOR PRINCIPALS AND SMTs Answer the questionnaire as honest as possible. To ensure anonymity no names need to be furnished. A. BIOGRAPHICAL INFORMATION 1. AGE: 20-30
1

31-40
2

41-50
3

51+
4

2. GENDER: M F
1 2

3. YEARS TEACHING EXPERIENCE: 10-15

1

16-21
2

22-27
3

28+
4

4. RANK: Principal/deputy principal

1

Head of Department
2

Educator
3

Acting subject head

4

B. DEFINING THE CONCEPT 5. High morale is present when the persons needs for the job are satisfied: Agree
1

Strongly Agree
2

Disagree
3

Strongly Disagree
4

104

6. Give reasons for your choice.

7. High morale is evident among educators when they show interest in their job or are enthusiastic about their job. Agree
1

Strongly Agree
2

Disagree
3

Strongly Disagree
4

8. Give reasons for your choice . C. CAUSES OF LOW MORALE 9. Do you think the exclusion of post level 1 educators from decision making processes contributes to low morale? Y N
1 2

105

10. Give a reason(s) for your choice above . 11. How do you rank the morale status of the educators at your school? Low
1

High
2

Very High
3

12. Motivate your choice. .. 13. What gives you an indication that the morale status at your school is high or low? 14. Which of the following would you say is the biggest cause for low educator morale? Select one Conflicting personalities among staff members (difficult relationships) Lack of educational facilities (poor working conditions) Personal problems of educators 1 2 3

106

Poor discipline among learners Other (specify).

4 5

15 Give reasons for your choice .. 16. How frequently do you acknowledge post level 1 teachers for a job well done? Never
1

Always
2

Sometimes
3

17. How frequently do you acknowledge them in front of other staff members? Never
1

Always
2

Sometimes
3

18. Indicate teacher absenteeism at your school: 2-9 teachers per week
1

10-17 teachers per week

2

18 + teachers per week

3

19. How do you think the morale status of teachers at this school can be improved? 107

20. Are there teachers at your school that are assigned subjects that they do not specialise in? 21. What measures do you have in place to assist them?

Y N
1 2

22. In your opinion are the educators at your school still excited about the profession ? 23. What do you think are the reasons for this? ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... .............................................................................................................................................................. Y N
1 2

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D. HOW CAN LOW MORALE BE DEALT WITH 24. What measures do you have in place to keep beginning teachers motivated and excited about teaching at your school? .. 25. Do you think that if parents support teachers in the discipline problems of their children will Contribute to high teacher morale? Y
1

N
2

26A. Explain your choice. .. 26B. Does a high attendance of parents at parent meetings contribute to high teacher morale? Y
1

N
2

109

27. Motivate your choice . 28. Will the assistance of educators to resolve personal issues contribute to high teacher morale? 29. Motivate your answer 30. In your opinion who or what are the main causes of the morale issues among the staff (if any) at your school? 110 Y N
1 2

31. How do you deal with low morale of educators at your school? . 32. If there are other factors impacting on educator morale that are not covered in this questionnaire, please write it down. ..

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APPENDIX D: DATA RESPONSES OF EDUCATORS MAIN CATEGORY : DEFINING THE CONCEPT Responden Motivation for sub-category ts 1. * When a persons needs are satisfied u feel happy- when happy always give best. * You can only be happy and satisfied if your needs are seen to. 2. *If your needs are met it contributes to a positive attitude, dedication. A positive attitude 5. comes with fulfilment which leads to high morale. * Whatever a persons needs may be , if he feels that its been satisfied he will be a much 9. happier and contented person. Personal satisfaction will result in higher morale. * Any individual no matter what the job description will develop a high morale if the 13. individuals needs leads to dissatisfaction, unhappiness and ultimately lack of interest in providing good performance. *A happy worker is a hard worker. Give educators what they need to do their job and you 19. will see results. Educators have to struggle for everything. You have to beg, plead, etc. just to get photocopies. Theres no textbooks, educators have to use their own money to buy things. Educators must replace/repair locks of doors at their own expense. Fix windows, buy cleaning material to clean class rooms * No lack of resources; enthusiastic learners; Acceptable socio-economic conditions; 24. Acceptable level of monetary reward; Happy colleagues. 3. 10. 14. 16. 6. 12. * I agree with this statement . If your needs are met in your job situation then youll feel more motivated and seeking new and better opportunities in your working place. You will also feel better and motivated to come to school. *If a person enjoys what he/she is doing , surely his/her morale will be highly positive. *I agree, if my needs are satisfied in a job, I will want to give back to my company because they are looking after my needs. However you find many people that will remain dissatisfied regardless of what is done for them in their job situation. *When your needs are satisfied , you satisfy the needs of your job. *If your needs are satisfied then you will feel enthusiastic to do your job. * A person can/may have confidence in his/her job even if his or her needs are not met. When referring to being motivated though, having ones needs met will definitely play a

Questions 6.

Question probe Needs satisfaction

Sub- category 1. Leads to contentment

2. Leads to Motivated employees

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25. 28. 29. 30. 31. 3. Leads to excellent work 4. 7. 11. 17 18. 21. 27.

role by motivating a person. *If you are assisted as teacher by department , school and parents you will be able to do your job well. Have job satisfaction. * Morale goes hand in hand with motivation. If a persons needs are satisfied then such a person will be motivated which leads to high morale and expectations. * The more motivated and encourage a person is , the more a person will make an effort to succeed. The need to be acknowledge for once efforts is a great emotional booster. The minute a person does not feel appreciated, all need to do once best is dampined. * A satisfying educator equals a motivated educator. This profession already has so many demanding factors. * I think you are motivated and you have a high morale , you will always do your best and have job satisfaction. *When your needs are satisfied only then can you produce work of high quality. *When an individual feels that their opinion counts and that their needs are satisfied their morale will be high and they will achieve higher levels of excellence in their work. * If morale is high you feel more willing to do your work and do more than it is expected of you. *Yes, when people at higher level such as your SMT for example take into consideration your workload, that you have other responsibilities at home and have some compassion for your situation. You as educator will give your best and do your best. *When your needs are met, it normally drive you to do more. *If your work situation and environment is good- obviously you can as a worker will also do your best. Also on the other hand Im a person that will always try my best to do what needs to be done. *It depends on what the needs are that are satisfied. In many cases the need to have a income is the most important factor and with that a environment where the individual finds him/herself challenged to do their best. *When you feel part of when your opinion counts and you have the support no matter what. When at times you dont feel like a prisoner. The childrens future is not messed with is not messed with when changing the curriculum. Giving the subject fancy names and children have no clue what they are doing. *If or when you not satisfied in your job your morale will decrease. *One cannot educate without the support of the parents, management and the Dept. of Education.

4.Miscellaneous

8.

20. 22.

113

23. 32.

*It depends on the personality of the person. High morale can also be present even if all your needs are not satisfied e.g. lack of resources at schools. Youll have to improvise. *Basic needs need to be met it does boost an employees morale. But when these only favour certain people I strongly object.

8.

Interest and enthusiasm towards the job

5. Leads to enjoyment.

4. 9. 16. 18. 19.

*When you show interest in your job and is enthusiastic about it, it mean that you are enjoying your job. *When a person shows interest in his/her job it proves that external factors do not deter him/her from enjoying what they are doing. *If you show interest in your work then all your needs are met then you feel enthusiastic and excited about your work. *You love what you are doing. *If you enjoy what you doing , you will be excited to do it. If educators struggle less to get things done, they will be more motivated. The role of educators must be recognised as important. *Work will always be up to date . On time. Always be available when called upon (assist). *If your morale is high you will do anything within your job situation because you will be interested and enthusiastic about your job. *If a person is enthusiastic about the job he will keep on doing his best and will not be afraid of challenges. *High morale leads to higher achievement as well as greater job satisfaction *I agree, if you love your job and are passionate about what you do nothing will affect your morale and you will continue to perform in class and as a teacher regardless of what the job situation is. *Work is not seen as a burden. You have reason to give your best. *Prepare lessons in advance; Go on workshops. *You will be eager to go to work and do your work to the best of your ability. *I think if you like your job. If your like what you are doing and you are passionate about your work you will always do your best no matter what. *There must be an interest and passion in your job, even if your circumstances at work is not conducive. *Work and stimulating environment and proper resources=High morale.

6. Leads to encouragement to do your best.

1. 5. 6. 7. 10. 14. 15. 20. 21. 23. 27.

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28. 25. 29. 30. 7. Miscellaneous 2. 3. 8. 12. 13. 17. 22. 31. 32. 12. Reasons why interest and enthusiasm is not there anymore 8.Lack of support /resources 2. 11. 14. 15

*When a person shows interest there is a certain objective to be targeted. This interest can create enthusiasm and subsequently high morale. *If teachers are happy , they would want to do more *When ones morale is high one is encouraged to work harder and to strive to do once best. Encouragement and motivation as well as acknowledgement for the efforts made makes one want to strive for better. *A good interest in your job leads to eagerness to improve and come up with innovative ideas. *Your interest does not determine your morale. *At the beginning of your career you feel strongly and enthusiastic about your work. If theres opportunities you want to take part in those challenges but if its the same thing every year and nothing changes you seem to lose interest. *When you are not burdened with the things in the curriculum that you are not acquainted with. Putting pressure on you speaking about things you have no knowledge of. *A person will definitely display high morale when interested in his/her job. *Any person would develop a disinterest in his/her job if there is no enthusiasm w.r.t his/her job. It is vital to love the job you are doing, this will certainly develop a high morale. *Yes, I agree that you will be enthusiastic about your job and show interest when people treat you as an individual with respect. *One becomes despondent when too many factors challenge ones objectives in the classroom. *If you have a high morale you will show interest in your job and you will be enthusiastic about doing your work. *Interest could also be show cased. *There is little assistance from the dept. of education * Colleagues are not doing what they are supposed to do Dept. of Education our employer is not playing its role. We feel demotivated. *Lack of support services; expected to perform miracles; nothing is constant; feel undermined. *Some needs are not satisfied it would be better if your environment in which you teach are more satisfying and I think if your environment in which you teach are more satisfying then your needs in your job will be satisfied - Very enthusiastic about my job but if there is not much teaching material for learners then

115

21. 22.

24.

27. 29.

it makes your job unpleasant. *Im definitely still enthusiastic but due to certain issues at my workplace certain things are not always available. Finances play a big role in our school and we lack that and it sometimes makes our lives as educators difficult. * Lack of support from parents- homework, discipline, etc. Lack of very basic needs- paper, textbooks, etc. Too much administration from the dept. without consultation with educators. Lack of financial support from the Dept of Education. -Poor salary structure -Lack of job upward mobility -Unsavoury resources -No monetary reward for excellent achievements -No recognition for hard work done -Level 1 teacher not listen too pertaining to OBE. Demotivated learners. *The work situation at this institution has been depressing for years. Lack of support, pupil ill discipline, lack of work ethics from pupils, poor working conditions and lack of promotion possibilities has brought many a teacher to give up. *. Not really. (yes and no) I love my job but the circumstances under which I work makes me feel demotivated and unenthusiastic about going to work. It is a job for the money which is also a very demotivating factor. The lack of resources ; discipline; respect in the workplace makes it hard for one to be enthusiastic and interested. *I do not have my own classroom and I must make use of different classrooms everyday. The travelling up and down is exhausting. I have no personal area of my own. Many times I must wait for teachers for their classes or they leave with their classroom keys.I have spoken to the principal about this but it looks like it fell on deaf ears. I get an SGB salary of R3465 which is far less than what I should be getting and Im not permanently employed. I get phoned by the principal and he decides whether or not to employ me. If you get sick at school the principal takes his own time to see you and then he still dont really want to send you home. If the situation/case were better I would feel more motivated to come to school but everyday I feel less for not wanting to be here. *There is no room for promotion at school- you will stay a level 1 teacher till kingdom come. Learners behaviour is also a factor, they are nowadays more rude towards teachers. The administrative part of teaching also play a huge role in the low morale of teacher. You spent more time on administrative work than teaching. * Children do not know to submit to authority, Teacher who are the authority the power is

9.Inconsistency of management and lack of promotion

3.

4.

8.

116

13.

16.

17.

19.

20. 31.

taken from them. Attending workshops finding out you have not received anything. Finding out many times you dont know if you are on track and what is expected from you * I have answered yes and no as an educator I am very fulfilled with my duties as an educator. I feel that I have achieved many goals. With each learner who has attained success over the past years I consider that a success for me. I love being in the classroom teaching and interacting with the learners. A low morale for me stems from personal experiences at this school . Many individuals have hidden agendas, are guilty of back stabbing, are conniving and will go to any lengths in an attempt to achieve their unethical goals. In the process many innocent people are hurt, ill treated, unfairly treated and fall out of favour of especially management eg. The individual whom holds the power at this school. *Post Level 1 educators are not treated properly because we dont get the proper recognition at this school. I feel useless because we as post level 1 educators must just fall in with what others say and decide, we dont have a voice and we are not listened to . I am looking for another job maybe at another school or in another environment. * Sometimes they expect too much from a person. They take things for granted. The managers are not there to help and assist you .They do not look to needs or listen to us. To be very honest the students help a person to forget about any other issues. People have different issues at school. You experience poor working conditions and a lack of resources. *Too much are expected of educators. Sometimes educators who have been teaching for years, regard young educators who enters the profession as a threat. You wont get an opportunity to grow. They will sophocate you by bombarding you with all the extra work. The Dept. of education and the parents do not show any interest in the school. Educators have to work without resources. Management makes the decisions and educators must just accept and adhere to it. Learners lack motivation. They cannot read or write when they get to high school. Pressure is mostly put on educators to perform, not on other stakeholders. * Management is not consistent , dont have day to day planning, workplace needs a drastic change. Learners dont give full participation. *Several circumstances leads to non-satisfaction in the job situations. Learners are undisciplined, demotivated, and not interested in doing their schoolwork. School is not always managed effectively due to certain structures not being in place e.g. discipline, admin, etc. Little/no parent involvement. Parents not always interested in learners progress. All parents do not even contribute to school fees. This puts a financial burden on the school. Educators have to struggle with little things like having sufficient photocopy paper. * Mixed emotions in this regard, the interest and enthusiasm maintained is despite the low

10. Miscellaneous

7.

117

9. 11. 18. 25. 30.

morale and because of a conscious decision made to maintain that standard. Some interest and enthusiasm are lost because low morale contributes to a feeling of inadequacy. *I have other dreams and aspirations. *Colleagues are not doing what they are supposed to do-Dept. of Education- our employer is not playing its role. We feel demotivated. *Feel you do so much, but salary does not compensate for that. Workload too much. Full classes demotivates. *If I was working in a factory the answer to the question would have been no , but I am working with children. I really would not want to change my job but the situation, yes. *In order for me to remain same I force myself to remain enthusiastic about my job. I involve myself in things related to my subject in order to stay informed. Also I owe this to the learners. Although it does become frustrating at times when you need to perform under abnormal conditions. MAIN CATEGORY : CAUSES OF LOW MORALE * Sharing experiences with colleagues seem to be helping. * Colleagues can relate to your feelings but might not be able to uplift you. Friends out of the teaching profession can give you fresh perspectives and try to get you positive about your work. *I just do what is expected of me. I try to overcome my problem by talking to colleagues (who is the wrong persons to talk to in this situation) I just need to talk to someone even the wrong people. *I will talk to a colleague that I trust. *I prefer talking to a colleague because I feel comfortable doing it that way. *I sometimes feel that the principal only listens to certain teachers at school so its almost like a waste time to go to him so instead I rather talk to one of my colleagues. *Talking to a colleague makes me feel better because she can relate, unlike the principal or the Dept. an SMT member can raise the issue in a meeting. *I tend to do the minimum amount of work and I do not make any effort for my lessons to be interesting and well planned. I moan and complain to my close colleagues and friends on the staff . Sometimes I view my dissatisfaction and unhappiness in the staffroom during meetings but that is also a fewtile exercise. *If I know the principal can do something about the situation I discuss it with him, if not, I do not bother. Sometimes talking to a colleague and hearing that they experience the same negative things helps me to feel better in knowing I am not alone. Sometimes I try to ignore

15.

Dissatisfaction and unhappiness in job situation

11.Leads to talking to colleagues when not happy at work.

2. 7. 11. 16. 20. 21. 22. 29.

31.

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32. 12.Reasons for talking to or not talking to principal when unhappy at work. 1. 3.

4. 6. 10.

13. 15. 17. 19.

23. 13. Miscellaneous 5. 8.

it because I know nothing can/will be done to rectify situation. This makes me feel frustrated and demotivated. *I always try to get the ontake from people I work with, sum up the situation than decide from that stance. *Not allowed to give ideas-rejected. Do not feel free to speak your tongue *I feel negative and show less interest. Ive tried talking to the principal but it doesnt help because I see no improvement. This is a bad reflection on me because then Ill stay absent because I do not feel motivated enough to come to school and the learners lose out on work. *I can speak openly to my friends at school about problems It seems like the principal dont see any problems at school, like he is in denial. He think that he is not the problem, it is always somebody else. *Because he is the manager he should know what must be done to rectify the situation. *I feel it is important to discuss a problem in your work situation with the principal as the principal is the person who is most likely to do something about the problem . If he is unable to make a decision he is able to discuss the problem with the SMT to see if something can be done to address the problem. *Management at our school is not always sympathetic , only in the case of you as an individual who is in favour of the principal or SMT might your problem be taken seriously. Talking to a colleague who might be in favour may be able to assist you. *Sometimes talking to the principal can make a difference. *It does not help in any way to follow protocol or procedure because you will not get anywhere. You rather talk to someone who understands. *It often helps to talk to a colleague he/she can offer you advice, they may be in the same situation. I prefer to discuss it with the principal . A solution can be reached and the problem will be resolved. I sometimes feel that the principal only listens to certain teachers at school so its almost like a waste of time to go to him so instead i rather talk to one of my colleagues. *The principal is the head of the institution and is therefore the best person to attend to your problem. Be honest and open about issues affecting your work situation and you will have less stress to cope with. *The SMT member is also my HOD and I feel free to discuss any situation which arises in my work situation with him. *Have guardianship thing in place that can work. Teachers not implementing it properly and children exploiting it. During the third term, during moderation too much disturbance and

119

9. 12. 14. 18. 24. 25. 27. 28. 30.

children left unattended. Certain children who often transgress. Do not know what means to use to discipline them. Day by day they will be back because discipline like detention or suspension to them is a joke. *As far as possible I try to make the best of the situation by doing the best for my learners , but normally I discuss things at home with my husband who also works in the academic field. The natural tendency is also for colleagues to talk shop. *Mostly when I experience problems I talk to one of the deputy principals. The reason/my reason for going to them is that I feel they are the most proactive members on the staff and they are in a position to deal with the problems. * Avoid confrontation *If unhappy one feel to talk to someone, although person can do nothing about situation its just a way to let frustration go. Unfortunately nothing can be done about it. *Passive-non chalant . I have the ability to complete work by going through a day in my own way. No rush/ I dont care/ I only do what I must do. *Most of the time it feels like you are fighting a loosing battle. *I try to highlight the problems I experience. *Problems can be only solved with the necessary assistance from professional people. Consultation is a core element of constructive solutions to remedy teacher unhappiness. *Sometimes your problem is simply heard and not looked into. Depending on who you are, or what post level you are, your problems are considered and needs are tried to accommodated. *Learners have no respect, no goals in life and parents are not willing to help the educators. *Teachers get demoralised because learners show very little interest in their schoolwork, they dont do their homework and do not study for tests Teachers do their work with dedication than the learners show little interest *Learners who are undisciplined, rude, not interested in their work will cause any teachers morale to drop. * Learners do not exhibit enthusiasm to do things on their own (or at home) They mostly do not have access to computers or the internet in order to make learning more fun and relevant The parents of most of our learners do not have much education, so they do not get enough support from them. Gangsterism, drugs, teenage pregnancy, etc. Also takes its toll on learners. * Most learners in this school are not interested in learning and cause disruptions in the class. This is not only disruptive to the teacher but also to the learners who have come to

17.

Major factor influencing morale of teachers

14.Demotivated learners

2. 5. 6. 9.

10. 11.

120

17. 18. 19. 22. 23.

25. 27. 31.

school specifically to learn. Many learners are also very disrespectful towards the teachers sharing defiance when teachers try to reprimand them * Learners are not motivated , their backgrounds i.e. gangsterism, drugs, low parent involvement- brush if at their work at school-it is demotivating to educators. *The students have no ambition what so ever. *Low motivation in learners- partly due to socio-economic situation. Other : low salary; workload. *The educator can do his/her best to prepare work, give the necessary guidelines, revised work, etc. but if learners does not make an effort, everything will be in vain. Learners dont take pride in their work. Assessment pieces dont come in , they dont study for examinations. * Lack of seriousness even amongst grade 12 learners. Constant battle to collect homework, projects , etc. Majority cant afford to study at university , college, etc. so they dont realise the significance of a good education *Learners dont take their work seriously and there is no work ethic in them. There could be several reasons for their low motivation. Learning problems not identified at an earlier stage (e.g. in primary schools) therefore learners cant progress in high schools. Social economic conditions at home also play a vital role in some learners behaviour. *Learners are not working when they are at school, they stay absent. Have no responsibility towards their school work. They have no ambition. *They are the ones you interact with and have expectation of. They are also the ones you as a teacher are measured with and their lack of interest gives a negative reflection of you. *Learners do not obtain good results in exams, due to very little self motivation and self discipline. Parents are not interested to motivate learners to study. More effective management must occur to improve job situation and also uplift morale of teachers. *The principal should be able to tell you when posts are available and not keep it a secret. He must be more friendly and encouraging towards educators * The principal decide what is going to happen at school , sometimes the SMT is also part of decision making . I prefer a principal who listen to his staff and see to the needs of his staff. * The lack of support and understanding from the management style of the principal makes teachers feel that they are not part of the school (no role-player at all) * I feel that there are many/various factors that influence the morale of teachers. From the choices above ,I feel that the low motivation in learners is the most discouraging for/ to teachers . The management style of the principal can also play a role.

15. Poor management style of principal

3. 4. 7. 12.

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14. 16.

29.

30. 16. Miscellaneous 1. 8. 15. 20. 24. 32. 21. Reasons for leaving the profession 17. Feel unappreciated 1. 7. 17.

*The principal tends to run the school his way and no other way. Many people(educators) are disadvantaged by his way of running the school which would be considered unacceptable for an individual in his position and to voice your concerns would lead to disfavour, ultimately it all contributes to a low morale * Principal employs divide and rule policy. Learners have a sense of entitlement i.e. attend class and youll pass. Educators are expected to be social workers, parents yet get abused by parents , guardians, etc. *The principal is not committed to his duties anymore and is neglecting many of his management duties e.g. Discipline of learners, late coming of teachers. The principal is neglecting his duties and is friends with post level 1 educators . He does not know where his loyalties lie. He favours one educator over another. * The management style is very weak and not well organised. The principal is one that wants to do everything on his own and does not listen well to suggestions from the staff. The learners at our school is of little or no encouragement to the educators. They are not motivated to achieve their best potential due to their circumstances at home I believe. The fact that teachers always being put down by the government and are not appreciated especially financially is very discouraging * Because structures and consistency is NOT in tact at our school, it flows back to the learner since they are aware and therefore it affects their motivation. *Teachers needs not considered (ignored) . Only get (receive ) demands from management. *Children in the technical dont belong because they are only introduced to the subject in Gr. 10. The Gr.8 and 9s the criteria changes every year and the standard drops every year. *Learners are not motivated enough by teachers and parents to be more interested in their school work. *It is very obvious at our school. *All of the above plays a role at our school. *Due to inadequate reports from the media and illiterate criticisms of people who have no interests of the learner at heart. Demarcation, logistic problems, group division, cultural interest. *I feel that I am not listened to. Not happy the way things are handled/ done but I enjoy teaching (helping learners. *I would prefer to be part of a team where my opinions count and where I am seen as a valuable part of the tea *Frustrated not appreciated *Because you feel you are not getting anywhere with students. You are taken for granted.

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22. 30. 18. Inadequate monetary reward 4. 12. 13. 15. 18. 20. 21. 24. 27. 28. 31.

19. Miscellaneous

2.

Everything makes you negative. *Sometimes one wonders what you are working towards. There are no growth opportunities. Educators are not appreciated. Their salary is evident of this. An educator cannot afford to buy a house on his/her own salary. Pressure on educators are too much. They take work home everyday and eventually neglect their own family. Learners are disrespectful. Working conditions are unacceptable. Schools are becoming targets of gangsterism, drug dealers, etc. These things endanger our lives. * Feel unappreciated, not valued. The salary barely covers basic needs. Educators have become learners punching bags- they vent at school when things get too much at home. Our hands are tied literally and figuratively. *Because I felt I was not seen as a stakeholder. Not seen as someone with a professional degree. People lower ranked then me disrespects me. The principal does not have a sense of authority and therefore you are seen as simply a labourer *There is no room for promotion. The administrative part is lately a too heavy burden. Low salaries; High workload. *The job is very stressful and most of the time it is not very rewarding w.r.t the attitudes of the learners. *Maybe I have not thought of leaving the profession , but the school I am at. If I should ever leave this profession it will obviously be because I received a job offer which bettered my current salary by far. *Yes, cause I would like to do something else in some other direction. Teaching is not the way it was anymore. *Low salary; learners demotivated; Too much admin work. *Dissatisfaction in my job. *No, I have not because I actually do like teaching but I wont mind if they can increase our salary. * For better monetary reward. For recognition for hard work done. *No satisfaction and lack of progression *Purely financial *I have thought that teaching is not worth all the time and energy you have to put in to it. Too much marking and unnecessary admin works, robs you of time that could be spent doing your own thing or enjoying time with family and friends. Think that our salary is not enough, got all the extra work and classes we have to do after school, weekends or holidays *I love teaching and to be able to help even one out of ten learners achieve something I am

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5. 6. 8. 9. 10. 11. 23. 29.

32. 24. Main causes of morale status 20. Management 1. 4. 7. 10.

happy. *Due to the lack of availability of positions in the Eastern Cape, there is only a few working opportunities for educators for permanent employment (employ by the government) I cant teach the subject in which Ive specialised or Ive not been given the decision to decide to teach my major subject. *After 34 years in teaching I still enjoy the teaching. I have a passion for the subject I am teaching despite all the negative factors. I dont think I will ever leave the profession. * I already done it in 1996. In 2001 I returned to the profession. The bigger classes and the new education system did not encourage me to stay on in the profession. *When your subject is messed up . Like fighting a losing battle. People want you to implement something they have no knowledge about. *Certain circumstances forced me to enter the teaching profession, but I still have dreams of pursuing another career. *I am new to the profession and still believe I can make a difference so I will continue in the profession for the next few years. *I feel I can still contribute to the well-being of the learners if the dept. plays its role and do what it is supposed to do. *The thoughts were there , but was not too serious about it. Have a passion for teaching. Unsatisfactory conditions and circumstances, especially in the Eastern Cape, education can trigger thoughts of leaving the profession. * Yes and no. I love teaching and cannot imagine doing anything else. I feel that I have much to offer and the thanks one receives, even how small from learners encourages me to continue. There are time when I feel I want to leave but what do I do. People in the private sector believe that we as teachers cant do anything else but teacher, we are not good enough for the private sector. *Luckily I am a professional into two trades and very passionate about it. Lack of professionalism in education. *Not involved in any decision making; When matters are brought to staff meetings, your either not listened to or your suggestions are discarded- has no value. *Conflict between teachers; group forming; principal favour some teachers; discipline of learners. *Management style; Colleagues *Learners disinterest and disrespect in the school and classroom situation; An uninvolved and disinterested principal; Disinterested teachers who see the profession as a job and not

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13. 14. 16. 17. 19. 20. 23. 29. 30 31.

as a way to make a difference *My morale I could classify as high to very high when it comes to my learners. I love working with the kids. Management style at my school tends to have a negative effect leading to a low morale *Management style (top down) .Educator exclusion in decision making. Lack of support services. Learner discipline .Lack of resources. *Principals management style- favouritism. He is disrespectful towards certain educators. This impact on discipline problems at the school. Another impact on my morale status is the safety of teachers and learners at this school. *No appreciation shown towards a teacher for a job well done. All teachers do not give input in decision making processes. *Role of management; Wasted time; demotivated learners; lack of parents involvement. *Lack of consultation; Management style- poor; Lack of resources. *Lack of appropriate guidance from management; Lack of planning- SMT; Lack of parental involvement at school functions; socio-economic issues *Lack of appreciation; Lack of good management; Discipline and order; Lack of resources; Lack of parental involvement; Lack of District /Provincial involvement in a positive manner; Lack of respect; Discipline and hard work on the part of the learners. * Inconsistency . Too many chiefs. Your opinion not important. Only there to do the duty work. Discrimination. *Learners not motivated and undisciplined. Teachers demotivated. Not effective management

21. Learner discipline

5.

8. 25 9. 22.

*Lack of interest of learners; Lack of appreciation of the work done by learners/parents/immediate authority; Conflicting personalities in the job situation; Lack of educational resources; Poor working conditions; The insufficient remuneration for all the work that must be done/ during the day/after hours administrative work. *Too much children still outside. Ill discipline of students. To hear children have rights *Lack of discipline ;Moral values of learners; No parental involvement; Hygiene at the school are lacking; Finances are bad; Lack of resources , what is our rights. The implementation of something that did not work in other countries. *Rowdiness of learners; apathy of parents; Workload; Too few free periods. *Learners lack of interest in school. External factors (domestic abuse, poverty, absenteeism)

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27. 32. 22. Miscellaneous 2. 3. 6. 11. 12. 18. 28. 27. Recognition from principal 23. Leads to a feeling of inspiration 3. 4. 5.

that makes teaching sometimes impossible. *Lack of interest from pupils; Lack of money and teaching aids (including textbooks) Big classes; unhealthy environment *Learners with extraudanary tallant needs to be looked at. The enthusiasm of certain learners. That will to strive. *Learners attitude;parents attitude;dept. of educations attitude; governments attitude. *The money-not employed permanently and getting a low salary. Classroom- does not have my own classroom. *The positive relationship amongst educators. *I dont feel run over by the principal and SMT. When I need them- I talk to them-when I have a problem, I talk to them and try to resolve the problem. *Personal experiences *High workload; big classes; long hours . *The environment/ socio-economic background of the community. *Educators will feel more motivated if recognition is shown. The principal must show more interest in the teachers and do a better job. *You feel good about yourself because the principal acknowledge your good work. It will boost your morale. You will feel like doing more. * As a teacher I do my job for the satisfaction I get from it and also my dedication to my calling not for recognition from the principal but because there are so many negative factors that contribute to a low morale.I think recognition from the principal will make differencecontribute to higher morale. *Educators will see that their efforts had been noted and appreciated. *If teachers feel equally valued and respected their morale will be lifted. *It is heartening to know that people notice when you try your best to make things work at school. Not only big and obvious things, but also something like keeping rules and regulations, low absenteeism. *The principal is the leader of the school, so if any teacher has done something which contributes to the good of the school they should receive recognition from the principal as this will boost their morale and give them the motivation to continue to do beneficial things for the school.

6. 7. 9. 10.

126

11. 14. 17. 18. 19. 20. 21. 22. 28. 29. 30. 31. 24. Miscellaneous 8. 13.

*Your morale will be higher if your contribution is appreciated by someone higher :principal or SMT. *Feel appreciated; Feel rewarded; Can build team spirit at school * You as a person will try to do more and to do your best. *Everyone has a need to be affirm. Affirmation brings the best out of you. *Educators will feel appreciated and will be more motivated to do his/her job to the best of their ability. *Teachers will feel motivated and eager to perform more * I feel if you as a teacher do something extra for your school other than what is expected and you at lest get a thank you that will really making you feel good and in the end motivate you to do even more. *Everyone needs validation , a reason to continue especially when it seems as if you arent making progress. *Reward to any worker shows. Appraisal of a job well done. *Public acknowledgement and motivation as well as showing appreciation is always encouraging for human morale. *It means that he/she is taking note. Considers you important and shows appreciation and recognition. * If a principal encourages or motivates you and gives recognition where it is deserved, this will uplift teachers to a certain extent. *When you speak about a situation to at least get an answer or solve a solution to be trusted. *The principal would for certain activities thank educators for jobs well done e.g. arranging a fundraiser. But, in the past seven years that I have been here my and my colleagues results have been 100% in our subject, not once have I been acknowledged in any way for my hard work from the principal. *Remember Pavlovs theory!!! In the private sector you are being rewarded for hard/excellent work done. Why not in educ. field. *People tends to lean towards attention. People nowadays do not do anything out of goodwill unto others. From a point of view people want recognition for their effort. Dont you ? *They expect you to be a teacher, parent, counsillor, nurse, etc. They work while you as the teacher see to the needs of their children.

24. 32.

30.

Public expectation

25. Educators must fulfil various roles

4.

127

15. 19. 24. 28.

26.Parental roles must be neglected

5.

11. 17. 21. 22. 26. 27. 30. 31.

*The public think that educators knows everything and can do anything. We are educators and we are here to teach their children. *Educators have to fulfil different roles. We have to be an administrator, Psychologist, parents to learners and must still be an expert in their learning area, etc. An educators job does not stop at school but continues at home with administration, like preparing lessons, marking, etc. *Teachers are custodians of all problems in society. The community expect you to deal with all. * Educators must also perform the duties of a social worker, policeman, psychologist and other professions. *Parents expect you the edubcator to educate and discipline their children. Many children are so disrespectful towards their parents but the parents expect you as a teacher must discipline them. They do not monitor their children to see whether they study or do their homework but they want the teachers to show results/wants their children to pass. *The public expect the teachers to teach and parents- they neglect their parental skills and want to force it on educators. *The parents wants the teachers to educate the learners as well as teaching them manners *Especially parents think that you as a teacher must do everything regarding their children. They dont support the school, teachers , nor their children. Parents expect miracles but they dont even attend school meetings. No parental involvement in school stuff. *The responsibility to educate and shape the learner has fallen solely on our shoulders.Its easier to blame the school instead of a dysfunctional home. *Parents neglect to teach learners basic things like respect, discipline. It falls on the shoulders of the school to teach these basic values to children. *We have to make a system work that is failing us and the country. The parents expect us to teach their children and morally guide them. *Expected to achieve results without support structures including that of the parents. *Parents often think that only the educator must take responsibility for their childs education. There must be a contribution from the parent e.g. checking homework, check if they are studying at home.

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27.Dysfunctional Dept. of Education (no support)

1. 6. 16. 29.

*I am here to teach the children about the subject and the classes are too big to see to everyones emotional needs/social needs/problems. *An educator is confronted by so much negative factors that he has to deal with. He also feels that he is not protected by the policies of the education dept. *They expect us to be model educators with learners that are undisciplined and rude while the Dept of Education not have adequate structures in place to discipline these learners. *The public especially government shows little or no appreciation for teachers anymore. Before a teacher was a respected member of the community but not anymore. Teachers are overworked and underpaid. Government cares more for doctors, nurses , wardens,etc. Then educators. We are constantly being reprimanded and never encouraged by government and the public. *I deliver work of a high quality and standard and have never been in the situation in which I felt any impossible or unnecessary expectations on me. *Bad performance by learners blamed on educators. Educators have private lives too. *They dont have any idea under what conditions well have to produce. They dont understand the mindset of learners of today. *The public is not aware of the administrative duties of an educator that take up a lot of time. *The public wants a shared responsibility, as they and educators hands are tied. The law is written so that it binds itself. *Parents are not interested in their childrens education. *They do not even attend parent meetings for educators and parents to speak about their children *They are not interested in the students work. They do not attend parent meetings. They do not fetch reports. *Parents dont show interest in school related issues. They dont attend parent meetings, they dont pay school fees, etc. Sometimes it feels like they just dump their responsibilities on us. I am sure that parents dont check learners books at home, dont see that they do homework or study. *Parents are not interested at all. *They just dont care at all. Expect teachers to do everything. Not interested in their childs

28. Miscellaneous

13. 14. 18. 23. 32.

32.

Parental support

29.Disinterested parents

2. 16. 17. 19.

20. 21.

129

25. 29.

30. 30.Uninvolved parents 4. 14. 23. 24. 27 28. 31.

academic behaviour. Think its the teachers job to be mother and social worker as well. *Parents show very little interest in their childrens schooling . They expect teachers to discipline learners, but that should happen at home. They do not come to school when requested to do so. *Without support from the parents, educators are fighting a losing battle. Our parents at this school is non-supportive in many ways. When parents meetings are called very few parents attend Functions are held, few parents. The parents are not interested in their childrens academic achievements or any other things involving their childrens academic achievements or any other things involving their children. Financially our parents are a disgrace. School fees are not paid. *Teachers are seen as babysitters. Pupils are disrespectful because there are no rules at home. Parents are not interested in their childs academic progress since school reports are never collected from school. *They expect from teachers to do wonders for their children, while they are not involve in the education of their children. All parties must work together (teacher, parent and child). *Parents see educators as babysitters. Parents are not involved in learners academic life.Parents see teachers as a cure for their childrens ills. *Parents are not involved in their childrens education, especially at our school. There may be a few parents involve in school activities and visitations. Some parents will only visit schools if the school has to fill in forms for grant purposes, etc. * Parental involvement is non existent. * No school fees are paid; Parents do not check if homework is done. Parents not involved with the school. * No active involvement, only 10 percent of community involved. *Most parents are only at school at the start of the year to register the child. During the year they are not involved in other contributions to make the school successful e.g. parent meetings, helping out at study camps.

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31. Some parents are involved

1. 3. 5. 6. 7. 9. 10. 12. 13.

*The ones that is suppose to come to meetings dont come. *Some parents does show interest in their children while others does not even feel the need to show a little interest. *Many parents never come to parent meetings where they can meet the teachers to discuss problems which involves the children or hear the problems the teachers in general experience. *A small percentage of parents really show their interest in the education of their children. Others do not even turn up at parent/teachers meetings. *Some parents respond and interact very well with teachers . Others ignore calls from the school or react by justifying their childs actions. *A high number of parents do not attend parents evenings. Children are also kept out of school too often and then you get the feeling that parents are making excuses for them. *I can only answer this question in relation to parents coming to see me with regards to the progress of their children. So far those children have made an improvement in their work. *If I think about the poor attendance of parent meetings, the lack of support from parents is evident. *Not all times, parents have the tendency to ignore serious matters with regard to their children. A handful of parents offer support. .

32. Miscellaneous

8. 15. 18. 22. 26. 32.

*Have the freedom to contact them. Give me the freedom to discipline. *They attend parent meetings. *Maybe they think there are no need to support . The teachers knows the whats and the hows *Parents are ABSENT! Children are raised by their grandparents, foster parents and even siblings. Quite a number of them are living on their own! Many care givers are illiterate, unable to assist with homework. Alcohol abuse and violence dominates many homes. * Non-payment of school fees; Homework control *Demarcation and location. The Department enforce learners upon the school. The schools quantile system should first be looked at.

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36.

Outcomes of high morale

33.Leads to Improvement in learner attitudes

1. 2. 3. 4. 5. 6. 11. 12.

13. 18. 14. 16. 24. 17. . 21. 23. 25.

*High morale will flow over to children. Will be more optimistic. *We lead by example, so id like to think that if educators are positive it will influence the children. * Educators must have a high level of morale because this shows that you are interested in what you do and learners feel more motivated to complete their work and achieve higher marks. * It will motivate them to work harder and to try their best. *Positive. If they see the teachers are positive, energetic and enthusiastic about their jobs, maybe we will see a change in the attitude of the children but I doubt that because most learners couldnt be bothered whether a teachers morale is high or low. * Somehow it will influenced the learners attitude towards the importance of their education *A high morale brings out the best of educators and learners *Teachers who display confidence in the subject that he/she teaches will install their confidence in their learners. When the learners notice that the teacher is enthusiastic then the learner will also display a willingness to learn and be more eager. This of course does not apply to every learner. *The attitude, actions, mindset, etc. Of educators rubs off on the learners. A high level of morale among educators will secure positive input in learners. *The culture of learning is activated; Standards are set; The bar in learners life are raised. * Learners will benefit from educators drive to perform. Educators will do more than the minimum *High level of educator morale means educators will be excited about their work and always be ready to teach learners. This will improve learner achievement. *Very important . It affects learners. *The teachers will be enthusiastic. They would want to do certain things at school. Partake in activities at school and that will have a positive influence on learners. *I think its important for the learners to see that teachers are motivated and that will also motivate them to do their best. *The learners can sense when morale is low among educators. When educators are enthusiastic it will impact on learners motivation. *You will feel good as a teacher and can perform your work effectively. The learners can sense your attitude and it can rub off onto them .We are here to do our job, but a high level of morale will help us to do it better.

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29. 30. 34.Leads to motivated teachers 7. 10.

*If educators morale is high learners will benefit to a great extend. Educators will be more willing to make an effort to make thing interesting and better educationally, socially and sports wise for the learners. *Learners are aware when teachers are demotivated and they take advantage of this which ultimately has a negative effect on their performance. *The learners will be exposed to dedicated and very hard working teachers who will deliver above and beyond the call of duty. *If the staff have a high level of morale, this will increase happiness among the staff as they will be satisfied in their jobs, their needs will be taken care of , they will feel safe in the school and they will have the support of the Dept. of Education to discipline the learners. They will be better motivated teachers. *Learners see educators as role-models. Therefore we should always set an example to them. Learners will often observe certain situations and then react accordingly. If educators dont enforce discipline , learners wont adhere to school rules,etc. Some learners stay under very harsh conditions or come from poor families. We as educators can at least lead by example. *It helps to motivate the teachers as well as the learner to be active in class. It will also improve results. *More enthusiastic lesson presentation; Better standard of teaching. *A motivated teacher that will go the extra mile. Motivated teachers will improve their qualifications. *Extremely vital. * A high morale will ensure that educators will pass on a positive attitude to learners. *Self respect; Discipline *Preparing and equipping learners to liaise the moral standards of society , preparing a well disciplined whole person. Preparing a working society. *Learners do not get motivated enough if their teachers stay absent too often. Educators who are very aggressive towards learners also do nothing to boost the morale of learners *Learners do not care. Have the attitude that this is our job. MAIN CATEGORY : HOW CAN LOW MORALE BE DEALT WITH ? * Decision making is a drop in the ocean. *Being involved will be an improvement in one aspect at least.

19.

20. 24. 27. 28. 31. 32. 35. Miscellaneous 8. 9. 22.

38.

Decisionmaking

34. Decision making not the only influencing

2. 7.

133

factor

9. 10. 12. 18. 24. 29.

* There are many other factors which play a part on morale . Irrespective of what decisions have been taken, if these factors still exist, morale will remain low. * I dont think it will because this will not change the aggression of the learners. It will not change the rules and regulations of the Dept. of education and will not bring corporal punishment back. My hands will still be somewhat tied. * I feel that a teacher can have a high morale without being involved in decision making because being involved in decision making is not the only factor that influences a persons morale * Not only one factor will make that big impact. A low morale has many contributing factors. *This is but part of the problem. The whole OBE system needs to be revised. * Yes and no. Educators do not have to be part of every decision made at the school. The decisions that will impact on the school greatly should be discussed by all the staff members. *I think so because whatever is done (plans that were made ) whether it works out or not you cant let your morale be affected because you were part of the answer when decisions were taken.It will increase your morale. because you will put positive energy in to find solutions for the problems. * That will help me to be part of what policies should be put in place. *Being part of decision making will help to make better decisions. * If you are part of making of decisions-you feel that the decisions taken belong to you. You are part and parcel of the decision. * Yes. Being part of decisions which I can be a part of will definitely contribute to democracy amongst all participating in decision making, it will avoid an autocratic manner of management and decision making *This will make me feel part of the school and the process and help give that ownership of the school back to the stakeholders which are parents, teachers,principal, SMT, community. * When you are part of decision making it will influence you and you would want to make it work and you will not work against any decisions made by yourself included. * Educators are stakeholders at school. Our involvement in decision making and the day to day activities are very important. Educators can contribute good ideas or methods necessary to assist in the smooth running of the school. Educators will be more motivated , if they are included in decision making . We as educators work directly with the learners and therefore will know what is best for them , for the school and for us. *You feel valued and sometimes your contributions can lead to better results.

35.Feel valued

5.

6. 3. 11. 13. 16. 17. 19.

20.

134

21. 22. 31. 36.Miscellaneous 1. 4. 8. 14. 23. 28. 32. 40. Community involvement 37.Improvement in learner discipline 1. 2. 4. 5. 7. 12. 14. 15.

* Good if your opinion are also being considered and granted as important and to be part of the decision making *If we can participate , we can take ownership of the school. In so doing also take responsibility , especially when things go wrong. *Educators keep a school functional. Management cannot do anything without educators, so they should be involved in important decision-making. *Decisions made all will not be disputed. *Because you are part of the decision making you help deciding on what is best for the teachers and the learners. *If they would value their professional people, pay us properly instead of feeling like beggars . If we can work as one unit. *Educators are at the coal face; they understand the issues; they have solutions. *There must be constant feedback to educators concerning issues affecting the school. Transparency plays a vital role. *Some people would like to grow in their vocation. The set up at school excludes most of the teachers due to the lack of promotion . The School system has not kept track with the modern way of administration. Consultation is the root of all constructive solution. *Thats if you are an attention seeker. Implementation of that decision needs to be followed through irrespectively. *Parents know their children best. They can punish their children whilst we cannot. *This will prove to children that everyone want them to achieve and attitudes will then change. *If learners see that community members and their parents are involve, they will also strive to do their best. Children want to see that people take interest in them. *The community can also come to the school to motivate the learners.There are a lot of well educated , highly skilled and motivated community members that can make a difference in the school. Motivate learners/Motivate teachers. *A morale of co-operation and understanding will open the 2 worlds to each other and the end result will be more motivated learners and teachers. *To a certain extent , community involvement can motivate a person. * It is important that the community knows whats happening in schools. They can help arrest moral decay in school; positive role models can help with morality. * If we involve the community more , I think our school would contribute to being high morale. People will know exactly what we striving at, and i think learners will also be more

135

17. 20. 23. 24. 27. 38. learners and teachers will feel safe 6. 16. 19.

motivated knowing their parents are involved etc. *The community can influence the learners their behaviour and to show some ambition and that will make the teachers task easier. *Community can always assist or help with discipline. *Parents will be more involve and aware of educational issues. They can therefore influence their kids and motivate them. The school can become more aware and involved in community projects and upliftment in their areas. *Will partly led to improve learner behaviour; Better monetary contributions (school fees)will result in better school academic excellence. *The community is part of the school set up. A motivated community leads to a improvement in behaviour and discipline. *If community is involved, school becomes a safe place. *If the community is involved the school will become a safe place, school, learners and educators will be protected. Learner discipline will improve. Vandalism will decrease. *Given our responsibility as educators, we seldom have time to personally connect with learners, talking to them about the problems that they face daily. The police and nurses can assist us by having talk shows at school. We as educators are burdened with fundraising. We often have gang fights , learners are being robbed, the community can help us in this regard. They can protect us. *If com. are involve, they will look after the school and the learners. *If the community shows more interest in the school, too build up the school and not break it down, the school would be a better place and the community would own it and look after it accordingly. *The more people involved with in the school the better .Then there will be more support and donations and people will know whats happening at the school. *Charity begins at home. If parents and other adults take responsibility to educate children and work hand in hand with the school , things will improve. Fundraising efforts are not supported enough by parents. * The community is the essence of each school. Involvement of the community will ensure better communication which will ensure better running of the school. *Teachers will feel that they are getting help not standing alone-will lift their spirits. *If they involve themselves more we as a school can get more done to improve things at our school.

25. 31.

39. Greater support

3. 9. 13. 18. 21.

136

28. 29.

30.

*Interaction would promote the school tremendously, parents, teachers, learners and nonteaching staff. *The more parental or community involvement, the, less pressure is placed on educators. Some of the duties and responsibilities like collecting money, discipline, admin can be placed in responsible parental hands which leaves educators free to concentrate on more important issues like education in class. *If the community shows more interest in the school, too build up the school and not to break it down, the school would be a better place and the community would own it and look after it accordingly. *If they educate their children at home and teach them simple principles like please, thank you, respect, works instead of begging and respect for life. *Not at this school because gangsterism is rife in this community and that mentality is already ingrained in our learners minds. Many of our learners will probably end up in that direction. *One cannot teach one thing when the community teaches another. Many parents do not acknowledge /understand the importance of our disciplinary system, therefore they do not support us. *If only it was a community based school. The demarcation is vast. *The education dept. should keep the educator happy and satisfied in what they do. *Yes, because you have to wait for paper and not having enough textbooks for the learners makes it difficult. *You cant teach the learners without the necessary resources. *It is very frustrating to work without textbooks/everyday you must make photocopies/sometimes the machine is broken. *Because of the many challenges in the education arena one needs all the support you can get. *You will be able to improve your performance in class which will lead to better results. *Sometimes your work pace is affected while waiting on books to arrive from the dept., but it should not affect your teaching because you should find other ways and means to carry on. *I agree that it would affect staff morale if the necessary resources are not received because the teachers are not able to teach effectively. For example as an English teacher if there are insufficient books or setwork texts, the learners will not be able to teach effectively.

40. Miscellaneous

8. 10. 22. 32. 1. 3. 4. 5. 6. 7. 9. 10.

41.

Supplying the necessary resources

41.Lack of resources

137

11. 12. 13. 14. 16. 17. 19. 21. 23. 25. 27. 29.

30. 31. 32.

*It lowers my morale if dept. do not supply necessary resources-things they promise the educators-feel if they dont do their part how can they expect me to do my part. *When books for example are not provided for learners, this makes the task at hand a little more difficult and this demotivates one. *Yes resources is a vital part of education, without the necessary resources the education process will be retarded which causes frustration on the educators part. *Educators have enough to do without having to raise funds for paper, ink etc.A successful company wont survive without giving workers resources to produce goods. *If you do not have the necessary resources to teaching, then teaching will not be a pleasant experience and it may impact on learner achievement. *It does affect your morale because your students do not have textbooks, you always have to beg for paper, making use of scrap paper. *The school will not be able to function properly without money, textbooks,etc.We struggle to collect outstanding school fees. Most of our learners come from poor areas and are exempted from paying school fees . *Yes, you dont really get any assistance and help from the Dept. when it comes to certain issues. If you get more support from them you will obviously feel more appreciated-Always wait long for any report backs or moneys from the Department. *Lack of resources have influence on your morale. It is most of the times costly on educators as you have to provide to the learners the necessary resources. *The schools finances are not good, so if the dept. does not keep their end of the bargain, teachers become frustrated *The lack of resources is a real concern. The school receive very little support from the dept. We as teachers feel and see the results of this everyday. *Lack of resources and financial assistance from the department puts more pressure on the educator because we cannot concentrate on our job of educating. The load of unnecessary admin. That teachers have to prove is no indication of one being a good educator. It just frustrates one more and causes demotivation. *Alleviate educators from unnecessary stress and burdens so that we can concentrate on results and educating our learners best. *Education department does not realize what the workload of an educator is all about. They should avail more resources especially textbooks to make our tasks easier. *Lack of resources leaves the learners not reaching their full potential. The teachers needs to build on that resources , thats why the department should keep track and record of these resources.

138

42. Miscellaneous

2. 8. 15. 18. 20. 22. 24. 28.

*The education dept. should keep the educator happy and satisfied in what they do. *The books they provide do not give you everything and you must use many books the subject is too wide. *The dept. of education must make sure that all schools have all the resources that they need. *Resources are an integral part of teaching and learning. Having the resources will help you with much time spending in class-teaching. *You as an educator needs the support of the Dept. of education to feel again that teaching is your calling. *Time consuming to have photocopies made every year. We are left at the mercy of the parents who do not pay school fees. *I regard them as the biggest contributor of low morale (inefficiency). *Come from a background where the resources were always lacking. *It means a lot if management has a humanitarian side. *You can see that they take interest in you as a teacher if they want to help with personal issues. *I Think so, a little compassion will make a difference. *With personal issues resolved staff will cooperate better with each other. *It always lifts your morale when management shows compassion in trying to resolve your personal problems. *If management assists with resolving problems then it makes you feel like you are being supported in your job and this can increase your morale. *Sometimes you just feel to be in your class and do your job because people have personal issues with one another. Management can provide some assistance to resolve these issues. *It feels that you are also important and that your presence at your school count for something. *It will definitely make you feel appreciated and as if you are important and that they do care. *One is more productive and cooperative when personal matters are addressed. *The teachers do need support from management even on a personal level. Due to the number of hours spend at our workplace the two is linked. A unhappy person normally dont perform at their best. *It helps.

42.

Assistance to resolve personal issues

43. Need for personal support

2. 4. 5. 7. 11. 12. 17. 18. 21. 22. 27. 28.

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29. 30. 31. 32. 1. 3. 6. 8. 9. 10. 13. 14. 16. 20. 23. 24. 45. How to deal with low morale 45.Decision making 1. 5. 7. 11. 12.

44. Miscellaneous

*Yes .Ones morale is boosted if management can help one with professional and personal issues. *Teaching should be my only concern so that if management can resolve issues , then we will have less stress. *Yes. If you have managements support, your job becomes easier. *It only builds morale. *When my family is healthy and happy so will I be. *No, because I am not part of management. *It put me in a better position to overcome any negative resistance in regards to any situation. *Having something in place and is not being implemented properly. Children abusing others and childrenthat is suspended still found on the premises. *Personal issues should not hinge on managements involvement. *I answered the question yes as I feel that it is important for management to support staff however I also feel that staff should not bring their personal problems to work. *Yes it helps to settle matters in an amicable way. *Again a successful company have mechanisms in place to deal with and support workers who have personal problems and/or issues. *I do not want management to know about my personal issues, so personal issues I will keep personal otherwise everybody will know my personal issues. *Personal issues is your personal things and should not have an effect on your work. *Not necessary. *They are so inept, I dont take them seriously (they will die fools) *Involve teachers in decision making . Listen to teachers cries. *Involve them in decision making; Make sure all their needs are met; Support them; Bring in motivational speakers to motivate them; Work out a structure to get parents involved to support teachers. * Involve all role-players in decision making ; Inform all role-players of all the matters that concern them; Treat all teachers fairly and equally; Provide teachers with necessary teaching material * Give praises to educators where needed; let educators be part of decision making; let community and learners and educators own their school *Incentives and involvement of educators in decision making for example can give an educator a sense of belonging and this in turn can improve an educators morale but mostly

140

19.

20. 46. Support with regard to their work. 3. 6.

I feel that morale is a personal thing that one must try to deal with yourself. *Give educators the necessary respect. Give them an opportunity to voice their opinions, make them part of the decision making process. Fair treatment of educators. Do not overburden educators. When allocations (time table) are worked out, be fair. Often the opinions of new educators are ignored because management feel they lack experience. Listen to the new of young educators, they might have valuable ideas. Set up a code of ethics for educators, make sure its implemented. Pay attention to the organisational structure of the school * Involve teachers in whatever decisions they are taking. *Give more support; Provide more opportunities; More increases; less gossip; be more encouraging * Firstly assist educators in everything they find a problem in fulfilling their daily tasks. Secondly find solutions or implement programmes that can boost positive outcomes of learners concerning their attitudes, etc. Build a school environment that is balanced with academic achievements as well as sport and social achievements. * By providing them with the necessary support when disciplining learners; By giving promotions and treating the staff fairly; By fighting for decent salaries for teachers; By the principal being an example to the other educators. *Provide guidance and leadership . Deal realistically with problems, issues affecting educators. Assist educators with assistance in regard to resources- put pressure on Dept. of Education. *Management should ensure all structures are place and that they are running effectively. Management should support teachers especially in disciplining learners. Management should motivate and help teachers. * Call them in and ask what the reason is. *Listen to grievances of teachers and try to meet them halfway. Be open to change if opportunity arises. *Listen to them; support in class and outside; workshops

10. 23. 31.

47. Listen to teachers grievances

15. 18. 27.

48. Commitment from

8.

*Should not accept what the dept wants to implement. Stand up for the staff. Value your

141

management 14. 16. 17. 21. 24. 30. 32. 49. Miscellaneous. 2. 4. 9. 13. 22. 28. 29. 46. Other concern affecting your morale . 50. Dept of Education/Governments role in education 2. 5. 6.

professional staff and take a stand against that which want to break down our school. To be part of the solution not the problem. *The top down management style should be replaced by a first among equal style . Educators should feel as if they part owners of the school in order to better the learning and teaching environment. *Management must be committed to manage the school the best they can without any favouritism. Be more respectful toward educators. Assist educators wherever possible and also show that they are concerned about discipline, the learning process, educators,etc. *You are here to teach and do your job. That is how management treats us. They should think of us as human beings and that we have a life outside school. Approach the teachers in a better way. *Try to motivate them in any which way. Thank them for their good work and extra time they put in at school. Arrange development courses and workshops for them. Maybe now and then encourage them to always do their best. *Create a positive working environment; Show interest in well being of everyone; Drive towards academic excellence; Supportiveness. *Stop favouritism. Discuss issues on a professional basis. Act professionally at all times.Adhere to rules and be consistent. *Management is also educators, so educators should be there for each other in times of need. *Criticise the dept. instead of allowing the dept. to do the pathetic job they are doing. *They can if they have the right structures in place. *Workshops ;talk shops *Provide real opportunities for all educators. Assist with issues causing the low morale. *It is not managements responsibility alone but the Department who is far removed from reality. *Arrange workshops with professional people. *Incentives; encouragement; training teachers on workshops and training courses which is useful and emotionally satisfying. *Government and public think teaching is childs play, well it is not. If they had an idea what educators have to deal with we would not be at the bottom of the public service income bracket *The remuneration!!! *Learners that comes from primary schools to the high schools clearly show a lack in

142

7. 13. 22. 25. 29. 31.

language and mathematical skills, It attributes to the negative activities of learners at school. Surely something is not right or not working at all. There is a decline in the spelling abilities and mathematical skills of the learners. To study and learn properly is also aproblem. *Retirement :The Dept (Government) should have something better for teachers finishing off. After their hard labour with what we get out it doesnt look like you were busy with building people and preparing them to contribute to the economy of the country. *At our school there is a severe shortage of educators in our learning area which causes a strain on available teachers. *The lack of the Departments presence at the school , not only to check up on teachers. *The Education dept. can start keeping learners accountable for their actions.Learners are staying absent like it is a fashion trend. They have rights butno responsibilities. *Financial compensation for all educators. *Learners drinking, bunking, staying absent, using drugs, falling pregnant, rude and verbally abusive towards teachers .Government not giving enough support to teachers.Laws ensure learners are given more opportunities to misbehave and only learners rights are protected. Teachers rights do not seem to be considered.

143

144

145

146

APPENDIX E: DATA REPONSES OF SCHOOL MANAGEMENT TEAMS MAIN CATEGORY : DEFINING THE CONCEPT Questions 6. Question probe Needs satisfaction Sub-category 1. Leads to job satisfaction Respondents Responses as motivation 1. 3. 4. 5. *We will have more happy, stress free educators which will boost their morale *Having textbooks , resource material and basic equipment for youre your subject increases the process of learning and teaching and causes an upliftment in morale. *A pleasant , safe working environment conducive to learning to learning will boost morale amongst teachers. * Satisfaction of personal needs goes a long way towards bringing about intrinsic serenity (inner peace, calm) and a person at peace with himself and his environment will always go the extra mile. *Effective teaching and effective learning contributes to job satisfaction. *Educator has job satisfaction RE: remuneration; teaching aids; manageable classes. * A dissatisfied or unhappy person tends not to show initiative or give of their best all the time. * Structure of the school; management style of principal; discipline of the school. *Educators with high morale will always strive to improve their qualifications go the extra mile to help learners; even when learners experience socio-economic problems. *High morale has a motivating effect on educators * Enthusiasm for your work shows high morale. When high morale is prevalent, the extra mile is also achieved. * A person who sets out to do his/her tasks to the best of his/her ability and with enthusiasm displays character traits of diligence which is not usually associated with low morale. * A person who is intrinsically motivated will always deliver to the best of their abilities. * improved results ; less disciplinary problems; greater interaction with co-workers. *Teachers may be enthusiastic but a general lack of enthusiasm exist amongst pupils nowadays that is demoralizing even the most dedicated and passionate teachers. *For effective teaching you must show interest and be enthusiastic about your job. *Educators are not that enthusiastic about their job- possible reason that are evident high 144

6. 8. 2. Miscellaneous 8. Interest and enthusiasm for the job Leads to Improvement in motivation in teachers 7. 9. 1. 2. 4. 5. 7. 8. 4.Miscellaneous 3. 6.

9.

teacher absenteeism; take long to get to their classes; early dismissals; poor excuses to get away. MAIN CATEGORY : CAUSES OF LOW MORALE *Post level 1 educators will not feel recognized regarding their ability to partake in the decision making process. They will not buy into the goals and vision of the institution. *It is the people(educators) at ground level (post level 1) that keep the schools results, name that keeps the school to proceed to a next level. *To be part of decision making processes stimulates one as an educator to promote progress at school. Educator will accomplish missions if be part. *Management should not be seen as top down , but starts at grassroots level (post level 1) and upwards. *School cannot function with top down decision making; Consensus : transparency is vital.

10.

Involvement in decision making

5. Leads to improvement in institution

2. 9. 10.

6. Top down decision making makes school dysfunctional 7. Miscellaneous

6. 8.

1. 3. 4. 5. 7.

*We live in a democratic society where all educators should be included in the decision making processes. *Teachers should have a direct say in the running of the school especially in matters that affect them in the classroom . The SMT is sometimes out of touch with teachers needs. *Presently low morale is mainly caused by the teaching environment. Working conditions are atrocious and the education dept. does very little to improve it *Educators at post level 1 are included in decision making processes at some level be it subject level or voting in a staff meeting . Failure to buy into decisions that are for the common good of an institution could lead to an educator feeling marginalized and thus dejected low morale *Often this is given as a reason for non- involvement but when offered the opportunity, it is not always taken. As long as post level 1 teachers are fully informed about the reasons certain decisions were taken, they would normally be happy about it. *We have a manager who cause division among members of the staff. Teachers are not treated equally. Educators are still confused how to implement the new outcomes based education. *Contextual factors play a big role! Situation at school; acting principal, educators feel structures at school not functioning well ! 145

12.

Causes for morale status

8. Management style of the principal

1. 10.

9. Low motivation in educators

2. 4. 7.

8.

*Lack of enthusiasm. None or little initiative. Low levels of commitment/ Low levels of involvement. Lack of accountability in many areas. *Educators are doing the minimum of duties. They dont want to get involved. There is also a high absenteeism rate amongst teachers *Many teachers are outside their classes, or when inside they are not teaching. They do not seem to be concerned with the academic welfare of the learners , and very seldom do any selfexamination regarding their attitudes, teaching methods and teaching styles and making overall contribution to the benefit of the school as a whole. *Absenteeism; in fighting; small egos; late coming; bad results; poor dress code; lack of accountability; top structure not visible *Teachers feel unprotected against violence and intimidation from learners as well as surroundings. Learners are not respectful anymore. There is a dont care attitude amongst most learners. *Educators are not seen in most of the thought processes that determine their job needs, description, coupled with an outrageous amount of administrative work . Teaching is becoming an unrewarding battle with learners not willing to take responsibility for their learning . All these factors coupled with an incompetent education department is enough to destroy any persons morale. *Teaching can only be effective if the educator has the basic tools eg. the science educator should have a fully equipped laboratory, every child has a textbook, safe and secure environment. *The morale status can be improved. *Lack of enthusiasm . None or little initiative. Low levels of commitment./ Low levels of involvement. Lack of accountability in many areas. *Teachers lack of involvement in school activities especially voluntary duties . Teachers are generally uptight because they feel unsafe in school. *It is evident that teachers are unhappy with the situation at the school. The general feeling is the less I can do, the better *In my opinion we have some of the best qualified experienced educators in their respective fields but petty issues sometimes personal are contributing to an environment where most of the educators get by doing only what is required, missing the opportunity to make a difference. *It is low and can be seen when : the high absentee rate everyday ; there is sense of favouritism towards certain teachers; attitude of learners towards educators. 146

10. Undisciplined learners

3.

5.

11.Miscellaneous 6. 9.

13.

Indicators of morale status

12 Lack of involvement

2. 3. 4. 5.

6.

9. 13.Miscellaneous 1. 7. 15. Biggest cause of low educator morale 14. Bad learners discipline 1. 3. 4. 6. 15. Division among staff 2. 7. 8. 9. 16.Miscellaneous 5. 19. How can morale status be improved 17. Favouritism unequal treatment of educators 1. 2. 3. 8.

*The behavior of teachers ; the results of learners *Frequent conflict between educators. Conflict between members of the school management team. Confidentiality clause of SMT are not adhered to. Laissez fair attitude of educators to implement to school. *The above reasons. Also, often teachers claim that they are looking for other jobs. *Since corporal punishment was abolished educators are left at the mercy of undisciplined and disrespectful learners. No assistance are forth coming from the education dept. *No discipline has a spiral effect on morale, after a while even the most dedicated teachers give up because pupils are just not interested in what you have put hours in preparing *Learners are abusing their rights with no regard for the rights of others. The Education Dept. is not making it any easier with all the red tape to discipline learners. *Attitude of learners towards education affects teacher morale *Lack of unity among educators. Unwillingness to compromise for the sake of unity. Caught up in comfort zone; unwillingness to change. *A motivated teacher will look past the disciplinary problems and conflicts with colleagues and still put the education of the learners first. *Too many factions; no vibrant leadership *If people can work together in harmony then all the other problems can be solved *By equipping a person with the proper tools contributes greatly to the manner in which the work is done. Imagine a carpenter trying to saw wood with an implement other than a saw. *Change attitude of learners towards educators and their school work. Every educator should participate in decision making processes. Manager should treat all educators equally. Too friendly some and a hardline attitude with others. *Agree to disagree for the sake of a common goal. Listen to and act on the concerns of educators. Work on strategies to unify the staff. Put personal issues aside. Treat everyone fair and equal. Be consistent. *SMT should : Make them feel safe at school; Provide them with teaching resources; Make the SMT more approachable; Be transparent with teachers; Treat all teachers the same and fairly; Be more visible around the school; Be in touch with staffs needs *Principal must change management style; teachers must be held accountable; introduce an incentive scheme for teachers; include all role- players in decision making. 147

18. Working conditions

9. 4. 5 10.

19.Miscellaneous 6. 7.

21.

Measures in place to assist those teaching outside their subject field .

20. Guidance

5. 6. 7. 9.

*First see to the small things like teacher relationships and discipline of learners. *Less teaching periods; smaller class groups; Less administration duties; More teachers; A disciplinary officer *Improve working conditions including remuneration. *Yes- let post level 1 teachers be represented on SMT ; be part of decision making processes at school; Department should help e.g. resources/material; supportive role *Teachers must come prepared for their lessons, be punctual, get involved in extramural activities of the school, go regularly on excursions; parents play a more effective role in the education of their children, get a better salary. *Discussion around the reasons for choosing this career . Reaching consensus on how the educational goals can be achieved. Transparency surrounding difficulties the school faces. Accommodation of and an understanding for the difficulties teachers face. Improved finances to acquire the resources required to facilitate teaching. *Provide them with guidance and the appropriated learning support material *Foster educator should help/assist and motivate the teacher in the learning area. *Each new teacher is assigned is assigned a guardian teacher, usually the head of dept. It is the persons role to guide and mentor. *A person get a guardian that will assist him/her

23.

Causes of nonexcitement of teachers

21.Miscellaneous 1. 2. 3. 4. 1. 22. Low salaries and undisciplined 3. learners 4. 6. 23. Part of staff is motivated 7. 8.

*Nothing at all. *Post level 1 educators representation on the SMT. Heads of Dept. Monthly staff meetings *They generally find their own way around *Teachers are never expected to teach outside their field of study. *Lowest paid profession in South Africa. Classes are overcrowded with undisciplined learners. Post Level 1 educators have a huge workload . Uneven distribution of work load. Huge administration workload. Confusion over the exact implementation of the OBE system. *Low salaries; Lack of discipline at schools; No room for promotion *Socio-economic problems, learner discipline; subject guidelines from the Education Dept. *Salary of teachers does not compare favourably with the private sector. *Above question is difficult to answer. There are teachers who display enthusiasm and show a desire to learn. Others always seem unhappy , are always sitting around, make no effort to enforce discipline in the class and are always late for their classes. *The majority of teachers are; interest of learners high priority; unfortunately this view is not 148

10. 24.Miscellaneous 5. 9.

shared by all educators *Young staff enthusiastic about projects at school; Supportive-staff to each other / challenges taken into consideration, want to improve results. Staff always gives indication of cooperation/ support positive projects *Too many changes are being forced on educators who can see that its only making the profession a laughing stock.Change just for the sake of change with no viable prospect at improvement is sheer madness. *Teachers just get more administrative duties and no recognition MAIN CATEGORY : HOW CAN LOW MORALE BE DEALT WITH *No mechanisms are in place. *None that I know of *None

24.

Mechanisms to assist beginning teachers

25. No Mechanisms

1. 3. 5.

26. Guardianship

4. 6. 10.

27.Miscellaneous 2. 7. 8. 25. Parental support 28. Parental duty neglected by parents 1. 2. 4. 6. 8. 9. 10.

*Assign a guardian to them. Teach them the ropes regarding what is expected from them. Prepare notes , roll off work for them, etc. *Fostering system is important * Be supportive towards them.Support then with all necessary material. Have on a regular basis subject meetings *A trained HOD. Trying to instill discipline among learners. Trying to provide teaching aids when needed. Giving recognition for good work although not always and consistently. *As mentioned earlier, one needs to be intrinsically motivated. We have had workshops with professionals in the past, but this has not yielded any improvement. *The negative attitude of educators will impact on beginner teachers ; Big classes and lax attitude prevailing amongst educators, sends out wrong message. *Undisciplined learners are partly to be blamed for the low morale among educators. It will help immensely if parents could instill respect in their children towards their educators. *Parents are the primary educators; educators merely build on what are being instilled at home. *It will show that parents care and not expect the teachers to perform miracles. Parents will also be able to see first hand what teachers must endure. *All the role players in educating the child should play their roles. *Learner-teacher-parent-co-operation is crucial. *The two stakeholders must work hand in hand; No co-operation lead to frustration 149

29.Miscellaneous 3. 5. 7.

*Community that our school serves, parents show no interest in their children. Dont commit themselves as parents e.g. dont support parent meetings, no response when letters are send out etc. *If parents are aware of their childrens bad behavior at school they will have empathy with the teachers plight instead of attacking teachers for their childrens misbehavior. *There is nothing worse than trying to educate a rude, ill-mannered learner who has no respect for himself and the institution trying to form his future. *It will aid , as teachers will be less likely to be burdened with socio-economic issues. They can focus on their primary task.

26.

Attendance of 30. Shows parents at parental interest parent meetings

2. 3. 4. 6. 8. 10.

31.Miscellaneous 1. 3. 7. 9. 29. Assistance to resolve personal issues 32. leads to improvement in working environment 2. 8. 9. 10.

*Parents will show solidarity and interest in the school and its educators. Parents will then have a better understanding of the challenges of the educator. *It shows that they are interested in the learning process. *It shows that parents have the interest of the child at heart. Disciplinary problems with certain learners could be nipped in the bud. *Parents must show interest in the education process of their children. *Yes if you are interested in your childs progress I will definitely go the extra mile. *Shows that they are interested about their childrens progress. Teachers can deal with problems on individual basis with parents. Most of the parents who attend meetings are parents whose children are well disciplined and respectful towards their educators. It shows that parents care and are willing to accept responsibility for the learning of their children If this assistance is with regards to intrinsic motivation, personal goal-setting, it may have the desired effect in bringing about a paradigm shift. Parent meetings can contribute because you could iron out problems, discipline as well as academic problems. *A common goal will then be a priority. Better unity will be achieved *The greater part of your day cant be spent in a negative environment. However, there should be a definite line between friendship and work ethic. *Yes it will just make the school a better place. *Teachers will obviously happy at workplace, more positive and concentrates on their profession. 150

33. Lack of confidentiality

1. 4. 5.

34.Miscellaneous 3. 6. 7. 30. Main causes of low morale 35. Principals management style and uneven distribution of work load 1. 3. 4. 6. 8. 36.Miscellaneous 5. 10. 31. How principal deals with low morale. 37. No Mechanisms in place 1. 3. 5 8. 4. 6. 10.

38.Attempts by different role players

*At our school nothing stays personal. *Some teachers have ulterior motives why they want to get involved in solving problems of other teachers. Issues must be resolved by the teachers concern. *Personal issues lead to bad interpersonal relationships if left unresolved. A happy work place fosters greater productivity. *Most teachers are not qualified to deal with issues of a psychological nature. *Self explanatory *Perception! Perception of favouritism. Perception of enthusiasm. Perception of lack of leadership. Lack of self-examination, selflessness and self-respect. *Managers autocratic management style. Uneven distribution of work among post level 1 educators. *Divided staff; favouritism; victimisation *Personal differences and egos are mostly to blame. Senior management must at all times be neutral to ensure the smooth running of the school. *Discipline of children; low salaries; favouritism towards certain teachers; lack of resources eg. textbooks *Big class; personality clashes; high work load; lack of implementation of teacher accountability by top structure; non-visibility of principal; lack of principal involvement in discipline; Partisan attitude of principal (aligning with one group) ; lack of upward mobility. *Each and every member of any organization will by his/her action or inactivity have an impact on morale issues. *Planning of school; Structures at school; SMT must have vision where they want to take the school. * There are no mechanisms in place *No system in place *Educators are partly left to their own devices and those with low morale are often seen as rebels or just plain lazy ; its a sad state of affairs but sometimes a personal touch or just show interest could boost a persons morale. *No structure *Try to motivate them by making the workload easier for them eg. prepare lesson material, class tests, etc. *All the role players viz Post level 1 teachers, SMT, principal and his deputies must work as a team in collective decision making etc. *Try to be supportive. Try to set goals in departments and work towards it ! Try to find solutions for problems. 151

32.

Other factors impacting on morale

39.Salaries

4. 6. 8.

*Low salaries; Unions and Government fighting over increases; The waiting period after an increase has been announced. *Salaries of educators are not linked to the private sector salaries. *Salaries; departmental incompetency *Educators congregate (in different groups) during interval; sometimes during teaching periods. *The paralyzing effect of the Dept. of education because of its lack of : competence, clarity of burning issues, organizational skills assistance to principals, problem solving skills good administration.

40.Miscellaneous 1. 2.

152

Appendix F: DATA RESPONSES OF PRINCIPALS

MAIN CATEGORY : DEFINING THE CONCEPT QUESTION S 6. QUESTION PROBE Needs satisfaction SUB CATEGORY 1.Leads to fulfillment by overcoming obstacles. RESPONDEN TS 1. RESPONSES AS MOTIVATION

*Teaching with little or no morale is a recipe for disaster. *High morale is evident because of the satisfaction one gets when a persons needs are fulfilled after completing a task. *Educators are role models. Low morale affects quality of delivery *High morale is evident because of the passion that will be full fill in executing their tasks.

2.

8.

Interest and enthusiasm

2 Leads to service delivery

1.

2.

MAIN CATEGORY : CAUSES OF LOW MORALE 10. Involvement in decision making 3.Decision making is very important 1 *Post level 1 contribution to decision making just as important as those higher post levels. *Because post level 1 educators want to feel part of any decisions made especially on their behave *Some high, Some low- Higher engage to what theyre employed for and enjoys it- lower ones hides behind poor performance by blaming the system and finding fault *Because at school we make use of a consultative approach *Output, involvement of those seemingly experiencing low morale *The morale status is high because the co-operation from every educator is very good.

2.

12.

Reasons for high or low morale

4.High morale employees engaged in teaching and low moral -poor performance. Consultative approach

1.

2.

13.

Indicators of high/low morale

5.Involvement and co-operation

1.

2.

153

15.

Biggest cause of low morale

6.Miscellaneous

2.

*The bigger unions namely SADTU and NUE . Each have their opinion of how something should be done.

19.

How can it be improved

7.Methods for assistance

1.

*Difficult- tried various methodsemployer to attend to this very important issue. *By empowering them. Having regular workshops. Making them part of decision making

2.

21.

Measures to assist teachers that teaches subjects that they do not specialise in Excitement toward the profession

8.Training

2.

*Making use of the training offered by the Dept. of Education.

23.

9.Focus on profession. Let them feel part of the school.

1.

*Comprehension of individual to the calling of the profession. *Bringing them on board. Making them feel part of the school (decision making)

2.

MAIN CATEGORY : HOW CAN LOW MORALE BE DEALT WITH 24. Measures to keep beginner teachers motivated 10.Responsibility of Dept. or mentorship . 1. *Difficult feel at this stage responsibility of employer- primarily cause of low morale amongst teachers. * Making use of a buddy system where support is rendered by a senior educator

2.

26.

Parental support

11.Discipline and parental issues

1. 2.

* Discipline primarily educator issue *Discipline of a pupil starts at home . Values and morale . What is right and wrong. How to behave starts at home.

154

27.

Parental involvement

12. Leads to cooperation

1.

*Attendance does not constitute high morale- involvement of parents in learners progress does. *Parental involvement contributes to better co-operation between educator and learner.

2.

29.

Assistance to resolve personal issues

13.Leads to effectiveness of educators in their duties

1.

*Harmony in any team constitute healthy results. *The less personal problems an educator has the more effective he/she will be.

2.

30.

Main causes of morale issues

14.Departmental issues

1.

*Remuneration, underresourced, personal issues amongst certain individuals. *Financial problems

2.

31

How to deal with low morale

15. Show interest and monitor behaviour

1.

*Prior workshops with experts in past, rejected by very individuals battling with self esteem. * Show interest in their well being. Monitor their behaviour and respond to their needs.

2.

32.

Other factors impacting on morale

16.None

1. 2.

*No *N/A

155

APPENDIX G

Centre for Teaching, Learning and Media Nelson Mandela Metropolitan University PO Box 77000 PORT ELIZABETH 6031 South Africa Dr Robert E Gerber Senior Manager: Academic Staff Professional Development Tel 041 504 3492 Fax 041 504 3627

robert.gerber@nmmu.ac.za

The Acting District Director Department of Education Private Bag X3903 Port Elizabeth 6056

Dear Dr. Ntsiko

Permission to Conduct Research I am an educator at Gelvandale High School and I am busy with a Masters degree in Business Administration at Nelson Mandela Metropolitan University. My research involves investigating the low morale of educators at two High Schools (Gelvandale High and Hillside High) in the Northern Areas in an attempt to develop suggestions on how to improve low morale which can be used by the Dept. of Education and also the High schools involved in the study.

Permission is therefore requested to conduct research at these schools. The research will take the form of questionnaires and will involve Educators, Principals and School Management Teams (SMTs). You have my assurance that the research will not be conducted in teaching time and due to the sensitive nature of the information obtained, the identity of the schools, educators, principals and SMTs will be concealed. You are also further assured that if preferred , all research findings will be made available to the Dept. of Education and/or the schools.

156

I hope my request will be considered favourably. Sincerely

.............................................................

Ms. E. Hendricks

157

APPENDIX H

Centre for Teaching, Learning and Media Nelson Mandela Metropolitan University PO Box 77000 PORT ELIZABETH 6031 South Africa Dr Robert E Gerber Senior Manager: Academic Staff Professional Development Tel 041 504 3492 Fax 041 504 3627

robert.gerber@nmmu.ac.za
The Principal Gelvandale High School Martin Street Gelvandale 6020

Dear Mr. Nickall

Permission to Conduct Research I am currently enrolled for a Masters degree at the Nelson Mandela Metropolitan University. My research involves investigating the low morale of educators in the Northern Areas in an attempt to provide suggestions for improvement.

I am currently in the data gathering stage of my research and hereby request your permission to conduct research at your school. The research will take the form of questionnaires administered to the principal, educators and School Management Team.

The permission is requested with the understanding and my assurance that : All educators, SMTs and the principal will remain anonymous, At no stage during the publishing of the research findings will the schools name be mentioned. The research will not infringe upon teaching time but will be conducted during breaks or after school, If preferred all research findings and recommendations will be made available to the school.

158

I hope that my request will be considered favourably.

Sincerely

................................................................................ Ms. E. Hendricks

159