Abstract
Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.
Highlights
The debate on intrinsic and extrinsic rewards is perennial
There is a need to investigate to what extent dissatisfaction with extrinsic and intrinsic rewards contributes to the reduced job satisfaction and morale of public TVET educators, which may result in increased absenteeism and job turnover, which in turn negatively impact public TVET institutions efficiency (Buthelezi, 2018; Davids, 2010, pp. 8-9)
2.6673, 1.4675 and 1.9487, respectively, and with a mean of 3.00 representing an acceptable average level of job satisfaction, the findings indicated that public TVET educators were more satisfied with intrinsic rewards as compared to extrinsic rewards
Summary
The debate on intrinsic and extrinsic rewards is perennial. The debate is emotional and often unresolved, since educators in general, including public TVET educators in the Western Cape, are dissatisfied with intrinsic and extrinsic rewards the Department of Higher Education and Training (DHET) offers. There is a need to investigate to what extent dissatisfaction with extrinsic and intrinsic rewards contributes to the reduced job satisfaction and morale of public TVET educators, which may result in increased absenteeism and job turnover, which in turn negatively impact public TVET institutions efficiency This was done through examples of the many factors that induced public extensive curricular reforms and the phasing out TVET and educators in general to be dissatisfied of college outdated curricula The outdated curwith their rewards and this may have resulted in riculum better known as the National Education reduced job satisfaction and morale (Department Diploma (NATED) curricula was replaced by the of Basic Education, 2005, pp. It should be noted that public TVET institutions have since reverted to the outdated
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