Werkstevredenheid van manlike opvoeders in die George–omgewing

Abstract

Several newspapers report on the early resigning of male educators from education. Previous studies reported that there are more female than male educators in education and that males leave this profession much earlier than females. As an in-service teacher, the researcher has observed the same tendencies in the George area. The purpose of this study was to determine how male educators experience job satisfaction in their schools. The context of this study was schools from Circuit 3 from the Eden and Central Education District in the George area. Participating male educators with the most years of service were selected on grounds of their extensive teaching experience. Purposeful sampling selected all types of schools in the George area. An interpretivist qualitative paradigm formed the basis of this study which enabled the researcher to obtain sufficient insight to the phenomenon at hand. Data were collected by means of semi-structured interviews which were audio-taped and transcribed. Written consent was obtained prior to data collection. Interview transcripts were analylised with a basic content analysis approach during which systematic axial coding was used. Results included that male educators' experiences regarding their job satisfaction is grounded in their motivation, factors that contribute to job satisfaction, personnel relationships, leadership, and the role the male educator portray. Male educators have a strong need for support from the Education Department, school principal. parents of learners, and their colleagues. Recognition of achievement and participatory decision making is also of importance to these male educators. Findings highlighted the role of male educators as the maintainer of discipline and fulfilling the role of the father figure in the school. Conclusions from this study regarding the needs assessment of educators indicated that a need exist for support from the education authorities; practice oriented in-service training; support towards further education development; increased parental participation in school affairs; revision of achievement appraisal; appointment of educators on grounds of their expertise; cultivation of healthy work relationships considering all structures; creation of promotion opportunities; and participatory decision making opportunities. Future research regarding the mentioned themes will be of great value.