Die effek van onderwystransformasie op die motivering en beroepsbelewing van onderwysers in die Wes-Kaapse Onderwysdepartement

[摘要] ENGLISH ABSTRACT:The passing of the South African Schools Act in 1996 marked the beginning of theformal process of transformation in education in South Africa. The application of a newnational education policy based on the principle of equity gave rise to a process ofrationalization and re-deployment - a process guided by financial constraints. Manyeducators and principals took voluntary severance packages, resulting in the abolition ofthousands of teaching posts. Hundreds of newly appointed principals were left in 1997with the daunting task of running their schools efficiently and effectively with a reducedstaff.In addition to the much less favourable educator-learner ratios the process oftransformation is characterised by inter alia the abolition of corporal punishment, theinstitution of a new qualifications framework, the introduction of Curriculum 2005 andan inclusive education policy. The whole of this process implies a drastic and pervasivechange in thinking and conduct, leaving many educators in a state of uncertainty.Transformation and paradigm shifts brought about changed and changing values,convictions, interests, needs and new role players.All these changes together with new and greater demands on educators, and employmentuncertainty, raise the issue of their effect on the motivation and occupational experienceof educators.Thus the aim of the present research was to examme the effect of the process oftransformation on the motivation and occupational experience of educators.Educator motivation is dealt with in the literature study in terms of specific motivationaland personality theories. It also focuses on the nature of transformation and change ineducation in South Africa, especially in the Western Cape. A mainly quantitative approach has been adopted in the present research. It was designedas an exploratory and descriptive study.The target population consisted of educators in the service of the Western CapeEducation Department. The accessible population was confined to a selection from twoof the nine areas in the Western Cape, namely Athlone and Worcester. For the purposeot proportional representation of educators a stratified sampling of educators from:primary and secondary schools, from larger and smaller schools and from formereducation departments was used. Of the grand total of6186 educators 20% (1258) wereselected. A questionnaire survey was done to examine the effect of a wide range ofapplicable aspects of education transformation on the motivation and occupationalexperience of educators.More than one-third of the respondents indicated that the process of transformation ineducation was negatively influencing their motivation and occupational experience.Educators in non-promotion posts reported a more negative influence than educators inpromotion posts.Respondents from the former Department of Education and Training reflected a morepositive perception in respect of the effect of transformation on their motivation andoccupational experience than did respondents from the two other ex-departments. In bothcases the most negative influences were reported by educators from the former CapeEducation Department.Regarding educators' expenence of contentment approximately 30% of respondentsindicated that they were not happy in their profession. The reasons for educators' desireto leave their posts revolved largely around the management of change. The vastmajority of educators were also very unhappy at the prospect of having to contend withlearners with special educational needs in their ordinary classes. It would appear thateducators experience frustration and feelings of uncertainty as a result of inadequatepreparation and training for the drastic change of approach to their task. Consequentlyserious attention will have to be devoted to the training of principals and circuit managersin the management of change.It was found that educators were very happy with various aspects of democratisation ineducation. The new structure of governing bodies (on which learners and educators mayalso serve), the application of the principle of gender equity, and multicultural educationare but a few examples. The majority of respondents were satisfied with policy matterslike that on admission of learners and school attendance by all races - an indication thatmost educators were in favour of multi-cultural education.Transformation bears important implications for education management, in-service andpre-service training.Since many educators do not enjoy financial and job security, their need for security isnot satisfied. As a result their self-actualisation can be jeopardised. Their motivation andoccupational experience is further hampered by a lack of a sense of physical safety andthe presence of an unpleasant physical work environment. Because these basic and socialneeds are not met, self-actualisation cannot be realised.The majority of educators felt that at the time of the study (April 2000) they had lesscontrol over their own responsibilities than five years earlier. This finding holds seriousimplications for principals as managers and for education authorities. Managementstructures and systems should be designed in such a way as to pose ambitious, thoughattainable targets and challenges to enable educators to develop and assumeresponsibilities.One of the key reasons why educators experienced their profession as unpleasant andwanted to quit their profession is the state of discipline in schools. Although the vastmajority of respondents are satisfied with the code of conduct for learners most educatorswere unhappy with the abolition of corporal punishment. The negative tendencies regarding educators' occupational experience were illustratedfurther by the disparity between their current perceptions (April 2000) and those of fiveyears before. In the estimation of the vast majority of educators their job was no longerpleasant or meaningful.Transformation in education had a negative impact on the motivation and occupationalexperiences of a large percentage of educators. Education authorities will have to reflectcarefully on those aspects of policy that make educators unhappy and lower their morale.Factors that demotivate educators or have no motivational value, will have to beeliminated or changed. However, change and innovation will always happen ineducation. Perspectives emanating from this research can be utilised for a betterundersstanding and implementation of change and innovation.

[发布机构] Stellenbosch University