The global education sector faces challenges affecting teacher job satisfaction, including heavy workloads, burnout, and inadequate support, particularly for early career teachers in urban areas. This study investigates factors influencing job satisfaction among veteran primary school teachers in Johannesburg East (D9), highlighting the need for principals to recognize these factors in urban primary schools. Utilizing qualitative methodology, the study involved purposive sampling from three schools and semi-structured interviews. Semi-structured, face-to-face interviews were conducted with teachers, departmental heads and deputy principals in each selected primary school. Key theories explored in this study include Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor theory, linking challenges to issues such as limited resources and low salaries. Data were coded and analysed through qualitative content analysis.This study found that retention improves in environments valuing teacher expertise and collaboration, emphasizing the importance of non-monetary rewards and professional development. Again, job satisfaction is a critical drive for teacher retention, with satisfied teachers significantly more likely to remain in their profession. This study recommended that curriculum revisions be done. It also recommended extended training for early career teachers, and a supportive work environment. The study concludes by advocating for the recognition of the teaching profession and a balance between challenges and resources to improve teacher retention and satisfaction.
Die globale onderwyssektor staar uitdagings in die gesig wat onderwyserstevredenheid se werkstevredenheid beïnvloed, insluitend swaar werkladings, uitbranding en onvoldoende ondersteuning, veral vir onderwysers in die vroeë loopbaan in stedelike gebiede. Hierdie studie ondersoek faktore wat werkstevredenheid onder veteraan-laerskoolonderwysers in Johannesburg-Oos (D9) beïnvloed, en beklemtoon die behoefte dat skoolhoofde hierdie faktore in stedelike laerskole moet erken. Deur gebruik te maak van kwalitatiewe metodologie, het die studie doelgerigte steekproefneming van drie skole en semi-gestruktureerde onderhoude behels. Semi-gestruktureerde, aangesig-tot-aangesig onderhoude is gevoer met onderwysers, departementshoofde en adjunk-hoofde in elke gekose laerskool. Sleutelteorieë wat in hierdie studie ondersoek word, sluit in Maslow se Behoeftehiërargie en Herzberg se Twee-Faktor-teorie, wat uitdagings koppel aan kwessies soos beperkte hulpbronne en lae salarisse. Data is gekodeer en geanaliseer deur middel van kwalitatiewe inhoudsanalise. Hierdie studie het bevind dat behoud verbeter in omgewings wat onderwyserkundigheid en samewerking waardeer, met die klem op die belangrikheid van nie-monetêre belonings en professionele ontwikkeling. Weereens, werkstevredenheid is 'n kritieke dryfveer vir onderwyserbehoud, met tevrede onderwysers wat aansienlik meer geneig is om in hul beroep te bly. Hierdie studie het aanbeveel dat kurrikulumhersienings gedoen word. Dit het ook uitgebreide opleiding vir onderwysers op die vroeë stadiums, en 'n ondersteunende werksomgewing aanbeveel. Die studie sluit af deur te pleit vir die erkenning van die onderwysberoep en 'n balans tussen uitdagings en hulpbronne om onderwyserbehoud en -tevredenheid te verbeter.
Umkhakha wezemfundo womhlaba wonke ubhekene nezinselelo ezithinta ukwaneliseka kwemisebenzi yothisha, okuhlanganisa ukuthwala kanzima, ukutubeka, nokusekelwa okwanele, ikakhulukazi kothisha abasakhula ezindaweni zasemadolobheni. Lolu cwaningo luphenya ngezinto ezinomthelela ekwanelisekeni kwemisebenzi kothisha abangomakadebona bezikole zamabanga aphansi eJohannesburg East (D9), olugqamisa isidingo sokuthi othishanhloko baqaphele lezi zinto ezikoleni zamabanga aphansi ezisemadolobheni. Kusetshenziswa indlela yokusebenza esezingeni eliphezulu, ucwaningo lubandakanya amasampula okuhlosiwe avela ezikoleni ezintathu kanye nezingxoxo ezingahlelekile. Izingxoxo ezihleliwe, ubuso nobuso zenziwa nothisha, izinhloko zeminyango namaphini othishanhloko esikoleni ngasinye samabanga aphansi esikhethiwe. Imibono esemqoka ehloliwe kulolu cwaningo ihlanganisa i-Maslow's Hierarchy of Needs kanye nethiyori ye-Two-Factor ka-Herzberg, ehlanganisa izinselele ezindabeni ezifana nezinsiza ezilinganiselwe kanye namaholo aphansi. Idatha yafakwa amakhodi futhi yahlaziywa ngokuhlaziywa kokuqukethwe kwekhwalithi. Lolu cwaningo luthole ukuthi ukugcinwa kuyathuthuka ezindaweni ezikwazisa ubungcweti bothisha nokusebenzisana, kugcizelela ukubaluleka kwemiklomelo engeyona eyemali nokuthuthukiswa kochwepheshe. Futhi, ukwaneliseka komsebenzi kuyisici esibalulekile sokugcina othisha, nothisha abagculisekile okungenzeka kakhulu ukuthi bahlale emsebenzini wabo. Lolu cwaningo luncome ukuthi kubuyekezwe ikharikhulamu. Iphinde yancoma ukuqeqeshwa okunwetshiwe kothisha bemisebenzi yangaphambi kwesikhathi, kanye nendawo yokusebenza esekelayo. Ucwaningo luphetha ngokugqugquzela ukuqashelwa komsebenzi wokufundisa kanye nokulinganisa phakathi kwezinselele nezinsiza zokuthuthukisa ukugcinwa nokwaneliseka kothisha
