Job satisfaction levels and reasons for absenteeism amongst teachers at two high schools in the Secondary South Region, Kanye – Botswana

Abstract

This study, undertaken in a Botswana context, contributes to a wider understanding of the factors that influence the job satisfaction levels of teachers against the backdrop of the scarcity of school resources characterising schools in developing economies, as well as the challenging context in which teachers function. The effectiveness of academic performance in schools will depend on the availability of resources and the context in which teachers function in developing countries. Adequate resources are critical for improving schooling and student outcomes in developing countries such as Botswana. Teachers in developing countries function in a different context than their counterparts in developed countries. According to Oplatka (2007:479-480), teachers in developing countries work in multi-grade, overcrowded classrooms with poor facilities, low remuneration and incentives, low attractiveness of the teaching occupation and low status. Additionally they also face cultural and social expectations. These scarcities of resources and contextual factors influence the job satisfaction levels of teachers in developing economies. If developing economies regarded teacher job satisfaction as a contributing factor to an effective and functional education system, then an investment in school infrastructure (such as building new schools that include high-quality walls, roofs and floors; sanitation; electricity; libraries; desks, tables, chairs; computers), as well as pedagogical materials (such as sufficient textbooks; workbooks and exercise books) are critical. Secondly, investment in human capital through teacher education and in-service training to ensure well-trained teachers will also enhance job satisfaction and improve schooling outcomes in low income countries. Lastly, changes in school organisation such as lower pupil-teacher ratios; classrooms that are not multi-grade classes; high parental involvement; order and discipline; reduced teacher absenteeism; provision of tutoring, clear and fair promotion policies; and fair, market related remuneration packages may all contribute to higher job satisfaction levels of teachers. In addition, this quantitative study, provides insight into the contextual and resource challenges that influence the job satisfaction of teachers. The main objective of the study was to measure job satisfaction levels and establish the reasons for absenteeism among teachers at two high schools in the Secondary South Region, Kanye, Botswana, namely Moshupa Senior Secondary School and Seepapitso Senior Secondary School. The research questions were:

1. What are the job satisfaction levels of teachers? 2. What are the main reasons for absenteeism? 3. Are there differences in the job satisfaction levels and reasons for absenteeism between males and females, age groups and position?

The study was conducted within the quantitative paradigm by using a cross-sectional design. The population consisted of 250 teachers from two high schools in the Secondary South Region, Kanye, in Botswana. In view of the small population, the researcher conducted a census of the entire population. The Job Descriptive Index (JDI, was used to measure the job satisfaction levels of teachers. The following statistical procedures were used:

1. Descriptive statistics, such as tables, graphs, means and standard deviations: 2. Cronbach's alpha coefficient, to measure the internal consistency of the JDI instrument; 3. T-tests, to compare the mean job satisfaction levels and reasons for absenteeism of male and female teachers; and 4. One-way analysis of variance (ANOVA), to compare the mean job satisfaction levels and reasons for absenteeism with regard to age group and position.

The Cronbach's alpha coefficients of the JDI scale were as follows: work itself (0.737); supervision (0.832); co-workers (0.832); promotion (0.791); pay (0.803) and total of JDI scale (0.894). The Cronbach's alpha coefficients indicate that the measuring instrument used in the study was reliable and valid. According to Bull (2005), the average norm per dimension is 36 while the average norm for the total job satisfaction scale is 144. The job satisfaction levels of the sample population with regard to the various dimensions are below the average norm of 36. The total for the job satisfaction scale is 119.96, which is well below the average score of 144. The results, showing satisfaction in descending order, are as follows: pay (M = 32.74); promotion opportunities (M = 24.06); work itself (M = 23.07); supervision (M = 20.68); and relationship with co-workers (M = 19.41). The highest frequency reasons for absenteeism were as follows: ffamily responsibility (52%); recurring medical conditions (44%); attendance of conferences, congresses or symposia (35%); minor illnesses (34%); accumulated leave (31%); study leave and leave for research or creative output (30%) and stress (30%). The results showed that the reason most frequently cited for absenteeism was family responsibility, followed by recurring medical conditions, attendance of conferences, congresses or symposia, minor illnesses, accumulated leave, leave for the purposes of study, research and creative output, and stress. It is recommended that wellness and employee assistance programmes be implemented to address these factors and thereby reduce absenteeism. Remedial interventions should be implemented to enhance the satisfaction that teachers derive from their jobs, for example, improving the intrinsic nature of the job, encouraging teamwork, adopting more flexible management and supervision styles, increasing opportunities for promotion, and enhancing remuneration packages.