Abstract
The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that cater for the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels of job satisfaction between different races, but not between genders. Keywords: job satisfaction; Minnesota Satisfaction Questionnaire; South African education; special schools
Highlights
The educational system in South Africa is constantly under scrutiny (Dada, Dipholo, Hoadley, Khembo, Muller & Volmink 2009:44), with each year’s matric results eliciting country-wide debate because of the perceived low standards
Non-experimental research was done, using the criteria of group design with the main objective being to determine the level of job satisfaction amongst teachers at special schools, as well as to ascertain whether there are any differences in the average job satisfaction scores for the different genders, races, and years of service
Literature indicates that younger, inexperienced teachers experienced lower job satisfaction than teachers more settled in their professions (Stempien & Loeb 2002), this study indicated no such difference in a South African population
Summary
The educational system in South Africa is constantly under scrutiny (Dada, Dipholo, Hoadley, Khembo, Muller & Volmink 2009:44), with each year’s matric results eliciting country-wide debate because of the perceived low standards. Education White Paper 6 (2001) refers to the importance of improving the quality of special schools and their phased conversion to special school resource centres that will provide professional support to neighbouring schools. The support that the special school resource centres offer to mainstream and full service schools is an important lever to establish an inclusive education system. Special schools themselves must be improved so that they offer quality education in good conditions to their own learners, before they can offer support to other schools (Department of Education, 2007:1). For these special schools to be successful, well-trained and satisfied staff are important
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