Turnover among mathematics and physical science educators in the Vaal Triangle

Abstract

The purpose of this research was to determine the intrinsic and extrinsic motivators of Mathematics and Physical Science educators and the general satisfaction level of Mathematics and Physical Science educators for each of the 20 dimensions of the profession as measured by the Minnesota Satisfaction Questionnaire, and to suggest ways in which schools and the Department of Education can create motivating working conditions for Mathematics and Physical Science educators in order to reduce the high turnover. The study revealed that Mathematics and Physical Science educators who formed the sample of this research are dissatisfied with the following dimensions of their work as itemized in the MSQ: The absence of opportunities to work alone on the job Being forced to do things that go against their conscience The uncertainty concerning their jobs providing steady employment The lack of opportunities to do things for other people They also revealed dissatisfaction with their salaries and the amount of work they do. These are all intrinsic factors of the MSQ. The study recommends that schools should devise motivating organizational climates and programs practices aimed at satisfying emerging or unmet needs of these educators who possess indispensable and invaluable scarce skills needed for the development of learners' latent scientific and technological abilities. The unmet needs of the educators in question could spark off job dissatisfaction and high turnover.