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dc.contributor.authorSmit, Christoffel Andreas
dc.date.accessioned2013-08-13T09:21:02Z
dc.date.available2013-08-13T09:21:02Z
dc.date.issued1999
dc.identifier.urihttp://hdl.handle.net/10394/8794
dc.descriptionThesis (MEd)--PU for CHE, 1999
dc.description.abstractThe purpose of this study is to determine the factors that influence the work satisfaction of inspectors of education in the Northern Cape. This aim is achieved by firstly conducting a literature study on the nature of work satisfaction and factors responsible for inspector work satisfaction and/or work dissatisfaction. Secondly an empirical investigation is conducted on the perceptions of inspectors about factors influencing their work satisfaction. Finally, recommendations are made through which inspectors of education can achieve optimal work satisfaction for themselves. Findings from the literature study indicate that work context and work contents factors influence inspector work satisfaction. Work context factors mainly concern supervision and working conditions. Working conditions include aspects such as physical working conditions, leadership, interpersonal relationships, policy, participation in decision-making, salary, work safety, work security and the organizational climate. Work context factors relate to inspectors' needs for psychological growth and self-fulfilment viz., the needs for responsibility, recognition, promotion, the work itself and professional development. Findings from the empirical investigation indicate that the respondents are less satisfied in their jobs than is generally reported. Inspectors regard the satisfaction of work context factors as very important and are partly contended that these needs are satisfied. However there are numerous work context factors from which they derive relatively little work satisfaction, inter alia, working conditions with regard to some supervisory activities, participation in decision-making and strategic planning in the department of education, work security and work safety. The factors within the work context are experienced as mostly satisfying. The recommendations of this study emphasise the necessity of an effective line of communication between the Education Department and the regional office, and the Education Department should launch a penetrating investigation into the filling of vacancies at the level of inspectors. With the aim on participatory management as many as possible role-players should be involved at provincial level. With the aim of professional development of both newly appointed inspectors of education and more experienced inspectors of education a professional inclusion program must be developed regarding better role and task fulfilment.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.subjectWork satisfactionen_US
dc.subjectJob satisfactionen_US
dc.subjectMotivationen_US
dc.subjectWork dissatisfactionen_US
dc.subjectInspectoren_US
dc.subjectSuperintendenten_US
dc.subjectStressen_US
dc.subjectWerkstevredenheiden_US
dc.subjectWerksbevredigingen_US
dc.subjectWerksmotiveringen_US
dc.subjectMotiveringen_US
dc.subjectWerksontevredenheiden_US
dc.subjectInspekteuren_US
dc.subjectSuperintendenten_US
dc.subjectStresen_US
dc.titleDie werkstevredenheid van die inspekteur van onderwys in die Noordkaapafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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