Abstract
Orientation: The Global Competitiveness Index Report 2017 – 2018, which ranks the quality of 124 countries’ education system, positioned South Africa 114th. Challenges with the quality of basic education offered in many public schools across South Africa are attributed to the lack of employee engagement amongst teachers. Research purpose: The aim of this study was, firstly, to identify the most salient antecedents of variance in employee engagement amongst teachers and, secondly, to explore the relational dynamics that exist amongst these antecedents. Motivation for the study: The study was motivated by the intention to inform human resource practices and interventions that can be adopted to facilitate optimal teacher engagement and subsequently performance. Research approach/design and method: A modified version of the interactive qualitative analysis (IQA) methodology was adopted to generate and collect primary qualitative data, but the data analysis was performed in accordance with the prescribed methodology. Initial ( n = 37) and follow-up ( n = 28) individual interviews were conducted amongst teachers from 12 mainstream public schools in the Cape Winelands education district. Main findings: Teacher-level, school-level, community-level and societal-level determinants were identified that explain variance in employee engagement amongst teachers. Practical/managerial implications: Human resource practices and interventions that may nurture employee engagement amongst teachers are recommended. Contribution/value-add: This study identified the most salient antecedents of variance in employee engagement amongst teachers in the Cape Winelands District and the findings allow for a number of recommendations regarding interventions to facilitate teacher engagement and ultimately performance.
Highlights
The quality of basic education in South Africa is currently under intense scrutiny
This study contributed to scientific knowledge by offering insight into the most salient antecedents of variance in employee engagement amongst public school teachers in the Western Cape Province
Previous studies amongst teachers have not examined the combination of the contextual, organisational, job and individual antecedents of variance in employee engagement
Summary
The quality of basic education in South Africa is currently under intense scrutiny. The recently published Global Competitiveness Index Report 2017 – 2018, which ranks the quality of 124 countries’ education system, positioned South Africa 114th (World Economic Forum [WEF], 2017). Other cross-national assessments conducted between 2002 and 2016, such as the Progress in International Reading Literacy Study and the Trends in International Mathematics and Science Study, have consistently reported similar levels of educational achievement in South Africa (Howie et al, 2016; Reddy et al, 2012, 2016; Spaull, 2013; Trong, 2010). Research has demonstrated that teacher quality is closely correlated with the functioning of an education system (Darling-Hammond, 2015; Jimerson & Haddock, 2015). In line with the above, the researchers claim that teacher quality is one of the primary driving forces behind the efficiency and performance of the South African education http://www.sajip.co.za
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
