Rewards: a predictor of well-being and service quality of school principals in the North-Wet province

Abstract

Orientation: School principals have an important role to play in the quality of service delivery in schools. Evidence suggests that school principals are generally poorly compensated, which has an adverse impact on their well-being and subsequent service quality orientation. Research purpose: This study investigated whether rewards are a predictor of well-being and service orientation of school principals in the North-West province. Motivation for the study: Effective school principals are fundamental to the success of any school, which necessitates the establishment of an effective reward and remuneration system. Research design, approach and method: Quantitative research was carried out among school principals (N = 155) in four districts of the North-West province. The Total Rewards Scale, Maslach's Burnout Inventory - General Survey, the Utrecht Work Engagement Scale and the SERVQUAL measure were administered among the principals. Main findings: The results showed that rewards are a significant predictor of the well-being and service quality of school principals. The results further showed that burnout significantly reduces the service quality of school principals. No significant relationships were found between work engagement and the service quality of school principals. Practical/managerial implications: An effective total rewards system enhances the well-being of school principals and, subsequently, their willingness and commitment to delivering quality services. Contribution: The results of this study point out some key elements that need to be considered by the Department of Education to enable quality service delivery in South African schools.