Well-being and job satisfaction of educators in the Dr. Kenneth Kaunda District

Abstract

The well-being and job satisfaction of high school educators needs particular attention, as their role is to educate the nation. This study is aimed to investigate the well -being and job satisfaction of high school educators in Under-Performing and Performing High schools. A cross-sectional survey research design was followed with data collected from Under Performing and Performing High Schools educators (N=3 10) in the Dr. Kenneth Kaunda District. The Oldenburg Burnout Inventory and the Minnesota Satisfaction Questionnaire have been administered for the purpose of this study. Exploratory Factor Analysis (EFA), Pearson's correlation analysis and Confirmatory Factor Analysis (CFA) were applied. In line with the results that were obtained in this study, significant relationships exist between the following variables: In both Under-Performing and Performing High Schools burnout was found to be negatively related to work engagement, burnout was found to be negatively related to job satisfaction, work engagement was found to be positively related to job satisfaction and a relationship between burnout, job satisfaction and work engagement was found to exist. The study found that educators in Performing High Schools experience high job satisfaction levels and also experience work engagement, but experience moderate levels of burnout. Educators in Under-Performing High Schools experience work engagement and burnout, but experience moderate levels of job satisfaction. As far as could be concluded, there have not been any studies conducted on the well-being and job satisfaction of educators in Under-Performing and Performing High Schools in the Dr. Kenneth Kaunda District. This study, therefore seeks to make a substantial contribution towards the body of knowledge surrounding the well-being and job satisfaction of educators in a South African context.