GOOD PRACTICE GUIDELINES FOR IMPROVING
EDUCATOR MORALE
By
ESTELLE HENDRICKS
Submitted in partial fulfilment of the requirements for the degree of
Magister in Business Administration
At the
Nelson Mandela Metropolitan University Business School
Research Supervisor: Dr. Robert Gerber
DECLARATION
I declare that this treatise is my own work and that it has not previously been submitted for assessment to another university or for another qualification.
... ESTELLE HENDRICKS
PORT ELIZABETH 30 November 2009
ACKNOWLEDGEMENTS
I wish to acknowledge the contributions of the following people to the completion of my study:
• My God and Saviour who is faithful to HIS word. Thank you Father for giving me the perseverance, faith and patience to fulfil this goal.
• Dr. Robert Gerber, my research supervisor, thank you for your professional commitment, expert advice and for unselfishly sharing your wisdom with me.
• My language practitioner, Mrs. Karen Matthys, thank you for your valuable insight and commitment.
• My brother, Mark for always encouraging, motivating and believing in me. • My two hearts, Eden and Will for sacrificing valuable family time to
accommodate me.
• My mother for her support in times when I really needed it.
• My family especially Gustav, Claudius, Rosaline, Natasha and Wess for the small sacrifices that you made to accommodate me.
• All the participants in this study (educators and the principals) of the schools involved.
• My dear friends and colleagues, Anthea Petrus, Mr. J. Spire and Olivia Raphael for showing an interest in my study and always encouraging and believing in me.
• A special thank you to the friendly library staff at the Missionvale Campus who was always willing to help wherever they can.
• My husband and life partner, Elroy, for your love and for being such an excellent support structure throughout the study.
ABSTRACT
The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure the educators are exposed to the abovementioned variables. The data was analysed qualitatively and quantitatively. South Africa is divided into different demographic areas. The majority of people living in the communities where these schools are located are poor, unskilled, unemployed and the crime levels are very high. The socio-economic context within which these schools are located also has an impact on the morale of the educators at these schools and it affects their working lives.
Educators, SMTs and principals took part in the empirical study so that their views can be compared and to facilitate the researcher to make recommendations on improving low educator morale. The research outcomes were analysed and deductions, recommendations and a need for further research were given. The empirical and literature study emphasised that the morale of educators is low in the schools and this morale status impacts on learners’ achievements, the health of the educators and the health of the institution. The educators in this study ranked their own morale status as low and some of the causes of the low morale according to the empirical study are lack of resources, ill- disciplined learners, uninvolved parents and an ineffective management style of the principal.
TABLE OF CONTENTS
DECLARATION ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
1. INTRODUCTION AND FRAMING OF THE
RESEARCH PROBLEM ... 1
1.1 INTRODUCTION ... 1
1.2 RATIONALE ... 3
1.3 OBJECTIVE OF THE STUDY ... 4
1.3.1 Primary Objective ... 5
1.3.2 Secondary Objective ... 5
1.4 RESEARCH PROBLEM QUESTION AND SUB-PROBLEMS...5
1.5 DEMARCATION OF THE RESEARCH ... 6
1.6 RESEARCH DESIGN ... 6
1.7 CONCEPT DEFINITION ... 7
1.8 CHAPTER DIVISION ... 7
2.1 INTRODUCTION ... 9
2.2 SAMPLE SELECTION ... 9
2.3 PROCESS FOR IDENTIFYING DATA ... 9
2.4 LITERATURE STUDY PROCESS ... 12
2.5 QUALITATIVE AND QUANTITATIVE RESEARCH APPROACHES... 14
2.6 THE PROCESS IN DEVELOPING RESEARCH DATA COLLECTION TOOL ... 14
2.6.1 Questionnaires ... ... 14
2.6.1.1 Questionnaire that was given to educators ... 16
2.6.1.2 Questionnaire that was given to principals and SMTs ... 23
2.6.1.3 The pilot questionnaire ... 26
2.7 DATA ANALYSIS AND DATA INTERPRETATION PROCEDURE ... 26
2.7.1 Qualitative data analysis and interpretation ... 26
2.7.2 Quantitative data analysis and interpretation ... 27
2.8 CONCLUSION ... 27
3 LITERATURE STUDY ... 29
3.1 INTRODUCTION ... 29
3.3 CAUSES OF LOW MORALE ... 32
3.4 INDICATORS OF LOW MORALE ... 39
3.5 IMPORTANCE OF HIGH TEACHER MORALE ... 41
3.6 HOW CAN LOW MORALE BE DEALT WITH ... 44
3.7 CONCLUSION ... 48
4 DATA ANALYSIS AND INTERPRETATION ... 50
4.1 INTRODUCTION ... 50
4.2 DATA OBTAINED FROM EDUCATORS, PRINCIPALS AND SCHOOL MANAGEMENT TEAMS...50
4.2.1 Data obtained from educators ... 50
4.2.2 Data obtained from School Management Teams ... 61
4.2.3 Data obtained from principals ... 68
4.3 WHAT HAS BEEN LEARNT FROM THIS RESEARCH STUDY?... 74
4.4 CONCLUSION ... 79
5 OVERVIEW OF RESEARCH, DEDUCTIONS, RECOMMENDATIONS, NEED FOR FURTHER RESEARCH AND CONCLUSION ... 80
5.1 INTRODUCTION ... 80
5.3 IMPORTANT DEDUCTIONS FROM LITERATURE AND
EMPIRICAL STUDY ... 81
5.4 RECOMMENDATIONS ... 83
5.5 POSSIBLE RESEARCH THAT COULD BE UNDERTAKEN ... 85
5.6 CONCLUSION ... 85
LIST OF TABLES
TABLE 1: Identification of data ………. 10
TABLE 2: Biographical Information of Educators...……. 50
TABLE 3: Derived Categories and Motivation (Educators) …………. 51
TABLE 4: Responses to Question 13 ………. 56
TABLE 5: Biographical Information of SMTs ………. 61
TABLE 6: Derived Categories and Motivation (SMTs) ………. 62
TABLE 7: Biographical Information of Principals ……….. 68
TABLE 8: Derived Categories and Motivation (Principals) ………….. 69
LIST OF APPENDIXES
APPENDIX A: QUESTIONNAIRE TO EDUCATORS ……… 92 APPENDIX B: QUESTIONNAIRE TO PRINCIPALS ……… 102 APPENDIX C: QUESTIONNAIRE TO SCHOOL MANAGEMENT
TEAMS ……….. 103 APPENDIX D: DATA RESPONSES OFEDUCATORS ………... 112 APPENDIX E: DATA RESPONSES OF SCHOOL
MANAGEMENT TEAMS …...………. 144
APPENDIX F: DATA RESPONSES OF PRINCIPALS ……….. ... 153 APPENDIX G: LETTER OF PERMISSION TO THE DEPARTMENT OF EDUCATION TO CONDUCT RESEARCH... 156 APPENDIX H: LETTER OF PERMISSION TO THE PRINCIPALS TO
CONDUCT RESEARCH ………... 158 APPENDIX I: LETTER OF PERMISSION GRANTED BY
CHAPTER 1
INTRODUCTION AND FRAMING OF THE RESEARCH PROBLEM
1.1 INTRODUCTION
We are currently in a period where teacher strikes, budget disputes and a shortage of teachers are the order of the day. It is therefore vital for management to make positive contributions towards the education system as a whole and view teachers as important role players in the advancement of quality education for our children. Educators play a vital role in the education process because according to the Sunday Times (18 October 2009) “resources are not everything. All you need is a chalkboard, a dedicated teacher and willing learners”. According to Thurlow (2003) and Hayward (2002), the level of motivation of educators has dropped quite significantly due to the low morale that educators experience in certain schools.
In 2004 Inman and Marlow did a study on the reasons behind new teachers remaining in the profession as well as factors related to attrition. They concluded that new teachers need support systems within the school environment e.g. teacher education mentors, cooperation between colleagues to promote sharing of ideas, an administrator who promotes teachers’ ideas and an involved community that is supportive. If the needs of new teachers are fulfilled, high morale will be maintained among them and they will remain in the profession.
The previous issues are directly related to the degree of morale experienced by educators. The study that follows addresses some of the reasons why the morale levels of educators drop.
Blocker and Richardson (1963) carried out a 25 year study into teacher morale and job satisfaction and they concluded that the school principal was the key figure affecting the morale of educators. The satisfaction of teachers depended greatly on the quality of the administrative relationships which they were in and on the quality of leadership they were given within this structure. Ineffective administrative structures and the poor leadership that they received from the principal, contributed to the low morale of teachers.
Evans (1998) carried out a 4 stage study into the effects of Senior Management Teams (SMTs) on teacher morale and job satisfaction at a primary school in the United Kingdom. She found that a feeling of divisiveness was evident amongst teachers and the source of divisiveness was the management team, because teachers were excluded from decision making and their views were disregarded. The morale of the teachers decreased because they felt unappreciated and thoughts of exiting the profession surfaced.
I was prompted to do this study after coming across research studies such as the ones mentioned above, as well as observing my own environment and occurrences that play a major role in altering educator morale, such as the ones mentioned below.
In the late 1990s the Department of Education implemented Outcomes Based Education (OBE) in Primary Schools (General Education and Training Band) in South Africa. Teachers who were teaching at that stage, especially those with 20-30 years teaching experience found it difficult to understand the new curriculum and many of them resigned or took early retirement packages. The teaching profession lost many experienced teachers such as Heads of Department, Deputy Principals and Principals. In 2005 The National Curriculum Statement (NCS) became an OBE infused curriculum for grades 10-12. Many
teachers are still struggling with the new curriculum because of inadequate training provided by the Department of Education. Many teachers still have curriculum issues that need to be addressed and this negatively affects their morale.
Another factor which changed the morale of teachers was identifying teachers in excess resulting in redeployment being implemented by the stakeholders in education in 1998. Approximately 10 000 Eastern Cape teachers had been declared in excess and 9 700 were redeployed to fill vacant posts elsewhere (Daily Dispatch 12 April 2002:7). According to the Daily Dispatch (9 May 2002:6), “one cannot turn educators into an army and teachers into soldiers who are redeployed wherever the state wills. They [educators] are professionals who have the right to choose where they work. The redeployment process was a disaster for precisely this reason”. During this process, many educators sought counselling from doctors or psychologists because many of them who were redeployed refused to work at the schools where they were posted through redeployment (Daily Dispatch 12 April 2002:7). This action again caused many teachers to go on early retirement and others resigned. Those that stayed behind were experiencing feelings of uncertainty, insecurity and distrust toward their employer.
Were the issues of educator morale - of those that were redeployed and those that were not - ever addressed by the principals, School Management Teams or the Department of Education?
1.2 RATIONALE
Bhella (2001:369) describes the school as a multifarious institution having various individuals interacting to execute different roles within a policy framework that is often vague and under inspection by the public.
This research may benefit the Department of Education as a method of improving the productivity in its schools. If educator morale is high, it could affect learner achievement as well the status of teachers in the community which may attract prospective students to pursue this profession. It may also facilitate principals to rethink their management styles and the organisational culture currently in their schools and make them assess what works and what does not work.
The social impact of this research could produce teachers that are satisfied with their work which may impact positively on their learners, their colleagues and their families. In turn this may perhaps produce learners with a will to achieve and pursue higher qualifications which can cause a decrease in unemployment, a decrease in crime levels and an increase in skills development which contributes positively to a growing economy.
This research may change current practices and organisational cultures in schools because principals could be empowered. Meaningful and valid recommendations will be made based on the truth and on what teachers are currently thinking when it comes to what affects them in their work situation.
Teacher morale is a major problem in schools. Schools need to improve the quality of education, by engaging educators in maximum productivity. Educators, together with parents must ensure that learners are highly motivated and present inside the classrooms. The principal, together with his management team, have the potential to be agents of change.
The objectives of the research were to indicate the proposed outcome(s) of the research project. Furthermore, it helped the researcher to organise the research into a relevant procedure. A primary and secondary objective was set for this research project.
1.3.1 Primary Objective
The primary objective of this research is to develop guidelines which principals, School Management Teams and the Department of Education can use to improve educator morale.
1.3.2 Secondary Objective
The secondary objective of this research is to define morale, identify indicators for and causes of low morale among educators, the importance of high morale and to suggest how low morale can be dealt with.
1.4 RESEARCH PROBLEM QUESTION AND SUB-PROBLEMS
The research problem is: What suggestions can be made to limit the influence of negative factors affecting the morale of educators?
In order to be able to attend to the above question, the following sub-foci need to be addressed:
1. How can morale be defined?
3. What is the importance of educator morale? 4. What are the causes of low educator morale? 5. How can low morale be dealt with?
1.5 DEMARCATION OF THE RESEARCH
The research focused on two high schools in the Northern Areas of the Nelson Mandela Metropolitan Municipality. The reason for this demarcation is that the majority of learners in both schools come from predominantly poor backgrounds. Another consideration was the fact that the educators of these schools are exposed to gangsterism, violent behaviour of learners and learner drug abuse on a daily basis.
1.6 RESEARCH DESIGN
In order to address the problem statement and the sub-foci, a literature review was done in order to determine the definition of morale, indicators of low morale, causes of low morale and how low morale can be dealt with.
The outcome of the literature review resulted in a questionnaire being compiled to determine the views of the three groups (Educators, Principals and School Management Teams (SMTs)) at the 2 case study schools. The questionnaire looked into the definition of morale, causes of low morale, importance of high morale and possible ways of dealing with low educator morale in their school context.
Data that was collected was analysed qualitatively and quantitatively to enable a comparison to take place between the target groups’ responses and other findings with that of the literature review. This led to examining the researcher's learning in order to make recommendations to provide good practice guidelines for improving educator morale.
1.7 CONCEPT DEFINITION
The Education Law and Policy Handbook (1999:4-9) defines an educator and SMT as follows-:
Educator : any person who teaches, educates or trains other persons at any school or performs education management services as stipulated the Department of Education.
SMT : abbreviation for School Management Team.
1.8 CHAPTER DIVISION
The chapters of the treatise will be divided in the following way: Chapter 1: An overview of what can be expected in the treatise. Chapter 2: An explanation of the research design.
Chapter 3: An overview of the Literature Study.
Chapter 4: Analysis and interpretation of data and listing of learning.
Chapter 5: Conclusion and Summaries that provide suggestions regarding good practice guidelines for improving educator morale as well as
possible research that could be undertaken.
The next chapter provides a detailed account of the research design which includes, how the data was identified, the literature study process, the data collection tools, the different research approaches used and the data analysis and data interpretation procedure.
CHAPTER 2
RESEARCH DESIGN
2.1 INTRODUCTION
The key focus of this chapter is to give a detailed account of the research methodology used (description and motivation for the methodology), how the data collection tools and data interpretation procedures were developed and what they looked like. This embodies the empirical part of this study.
2.2 SAMPLE SELECTION
The research sample consisted of 2 principals and 42 educators, 10 of who is part of the School Management Teams (SMTs). The study covers 2 high schools situated in the Northern Areas of the Nelson Mandela Metropolitan area. These 2 high schools were chosen because they have certain characteristics that are similar, namely, both are situated in predominantly poor communities where educators are exposed on a daily basis, to gangsterism, learner drug abuse and an unsafe working environment. The two schools are approximately one kilometer from each other and that made it easier for the researcher to conduct the research.
2.3 PROCESS FOR IDENTIFYING THE DATA NEEDED
The data needed was identified by answering the question: “What do I need to solve?” The sub-foci in this research were used as sub-categories for the
research question. Following this, the sub-categories were populated by answering the following questions with regard to each sub-category.
(i) What do I need to know to arrive at a solution?
(ii) What do I need to show to justify and validate what I have learnt? (iii) From whom/where will I get the information?
(iv) How can I collect the data?
TABLE 1: Identification of data
What do I need to solve? What do I need to know to arrive at a solution? What do I need to show to justify and validate what I have learnt? From whom or where will I get the information? How can I collect the data?
How can low morale be explained?
What
characterises low morale? What are the indicators of low morale? What are the causes of low morale?
References where I found the information. Literature, dictionary. Review literature sources, review of dictionary. What does the literature say about the causes of low morale in Educators? Causes of low morale in Educators References, tools and data collected. Literature, Educators, Principals and SMTs. Review questionnair e for Educators, Questionnai re for principals and SMTs. What ways does the literature deal with low morale of Educators? Ways to deal with low morale of Educators.
Tools and data collected. Literature, Educators. Review Questionnai re for Educators. What do Educators say causes low morale? Causes of low morale according to Educators.
Tools and data collected.
Educators. Questionnai re for Educators.
According to Principals, what causes low morale of Educators? Causes of low morale of Educators according to Principals.
Tools and data collected. Principals. Questionnai re for Principals. How do principals deal with low morale of Educators? Ways Principals deal with low morale of Educators.
Tools and data collected. Educators, Principals. Questionnai re for Educators; Questionnai re for Principals. What according to SMTs causes low morale of Educators? Causes of low morale of Educators according to SMTs.
Tools and data collected.
SMTs. Questionnai
re for SMTs.
How do SMTs deal with low morale of Educators?
Ways SMTs deal with low morale of educators.
Tools and data collected. SMTs, educators. Questionnai res for SMTs; Questionnai res for Educators.
The first step was to explain and define low morale. To be able to define and describe this phenomenon, literature sources and dictionaries were consulted. This exercise helped to explain the concept and to identify the characteristics of low morale, the indicators of low morale and the causes of low morale, all of which are encapsulated in this definition.
The next step was to consult literature sources to determine what causes low morale in educators. Additional information on the various causes of low morale of educators was collected from educators, principals and the School Management Teams (SMTs) of the two schools involved via questionnaires which helped to validate what was gathered from the literature study.
Literature sources and educators from the schools gave the researcher valuable information which enhanced the knowledge of how to deal with low morale in
order to develop suggestions for improvement of low morale among educators. The questionnaires and literature review were used to justify and validate what had been learnt.
Principals' viewpoints with regard to what causes low morale among educators were vital in this research. It helped the researcher understand what is currently being done about the low morale of educators in schools and also how principals deal with this. Data was also collected via questionnaires. This would be used to verify these findings.
The SMT plays an invaluable role in the management of the school and the educators, as well as the teaching at these schools. Information was collected by means of questionnaires to establish their viewpoints on causes of low morale of educators and how they deal with low educator morale in their schools.
2.4 THE LITERATURE STUDY PROCESS
According to Struwig and Stead (2001) a literature study includes gathering information that speaks about the research problem and entails tracing, categorising and investigating documents that relate to the research.
The research was divided into themes namely, defining morale, causes of low morale, indicators of low morale, importance of high teacher morale and how low morale can be dealt with, which are the sub-problems of this research study. Then the researcher looked for and collected literature using journals, theses, conference papers, textbooks and the internet that relate to the research problem in order to build up an understanding of the research problem. Subsequently, the literature was divided into these above-mentioned
themes. The main ideas of the authors were recorded and subdivided into the different themes.
The researcher then studied the literature for keywords related to the research question such as “morale”, “job satisfaction”, “stress”, etc. This would make it easier for the researcher to define the concept of morale, to have a better understanding of the word and how it relates to the research topic. This understanding and breakdown of the concept allowed the researcher to apply and to analyse the knowledge gained from previous literature.
The different literature sources were then used to collect and synthesize information that emphasized the various causes of low morale. The literature was then connected to this study. The researcher was constantly reminded of how this existing data relates to the research problem.
The indicators of low morale were extracted from the different literature sources and then evaluated. Previous studies where low morale among educators is apparent were used to establish the effect on schools, educators and learners by involving various schools.
Since morale affects workers in any industry, including schools, the researcher consulted literature sources that gave a breakdown of the importance of high morale in industry and in schools and also how these organisations may deal with low morale.
The purpose of the literature review is to collect information regarding the sub problems. It also highlights the sub–foci and it is a framework for developing a data collection tool. It helps to provide a solid foundation for the research
problem and research method. Doing the literature study helped the researcher understand all the information related to the research problem.
2.5 QUALITATIVE AND QUANTITATIVE RESEARCH APPROACHES
Both numeric and textual information were obtained from the questionnaires. That is the reason quantitative and qualitative techniques were used to obtain answers to the research question. This mixed methods (qualitative and quantitative) approach to the research also advanced the researcher’s understanding of the respondents’ work circumstances because the qualitative aspect broadened and deepened the information obtained from the numeric information (quantitative aspect) on the questionnaires.
2.6 THE PROCESS OF DEVELOPING RESEARCH DATA COLLECTION TOOL
The data collection tool used was a questionnaire. The two questionnaires were set up around the themes relating to the sub-foci, mentioned in Chapter 1.4. The respondents are educators, SMTs and principals. Conducting research is also an ethical exercise and respondents were assured that the information obtained would be treated as confidential and the results would be used for research purposes only.
2.6.1 Questionnaires
A questionnaire is a data collection tool that is used for data analysis and interpretation (Struwig and Stead 2001). The purpose of the questionnaire is to find and list information obtained from principals, SMTs and educators and to
compare it with the evidence from the literature study which can be used for the advancement of knowledge.
The aim of the questionnaires is to acquire information from SMTs, educators and principals about the morale issues of educators at their schools. The objectives of the questionnaire are to obtain the following information:
• the SMTs’, principals’ and educators’ opinions of morale;
• SMTs’, principals’ and educators’ opinion regarding the causes of low morale among educators; and
• SMTs’, principals’ and educators’ views on how low morale can be dealt with.
The first section in the questionnaires focuses on respondents’ biographical data in order to get some background information about them. The second part of the questionnaires focuses on the respondents' view of what they think morale means in order to be able to define the concept. The third section of the questionnaires focuses on the causes of low morale of educators. Viewpoints of educators, SMTs and principals are important because this will allow the researcher ways to develop suggestions for dealing with low morale and morale in general. Partly-structured questions were posed to the respondents and they could choose an answer and/or give their own response.
The types of questions used in the questionnaire were: • Open-ended questions;
• Multiple-choice questions; • Dichotomous questions;
• Scaled-response questions; and • Ranking questions.
These are the types of questions asked in the questionnaire to get maximum and varied data from respondents regarding the research problem.
Two different questionnaires were set up for the respondents, one for the educators and the other for principals and SMTs. The two questionnaires helped the researcher to assess and compare the responses of management with that of the people who are managed by them and it will help authenticate the research by validation.
2.6.1.1 Questionnaires that was given to educators
Section A of both questionnaires (Questions1-4) deals with the biographical information of the respondents regarding age, gender, years of teaching experience and rank. This will guide the interpretation of their responses and it will give the researcher information on why the respondents approach questions differently and will also allow for assessments about the diverse responses. Section B, C and D of both questionnaires were designed by consulting various literature sources. Questions 5, 6, 7 and 8 appear in both questionnaires.
Questions 5 and 7 are scaled-response questions.
Question 5: High morale is present in the job when a person’s needs are satisfied. The question to ascertain whether the respondents understood the meaning of the concept and also to get feedback from them about whether they thought high morale equated to their needs being satisfied. The other reason for this question was to establish whether the majority agreed or strongly agreed. If the majority were in the category of “agree and strongly agree”, it would mean there is a relationship between the respondents' responses. If the majority disagreed and strongly disagreed, it would mean that there would be no relationship between the respondents' responses. If the majority of the respondents agreed and disagreed, the majority of them would be unsure. There would be no agreement between the respondents.
Agree 1 Strongly Agree 2 Disagree 3 Strongly Disagree 4
In Question 6 the respondents had to give a reason for their choice in Question 5. This gave them the opportunity to express their ideas in their own words and it allowed the researcher to collect additional information related to the focus of the question. This question was prompted by page 30 and 31 of the literature review because according to Bentley and Rempel high morale is linked to concern and excitement for the job.
Question 7: High morale is evident in the job situation when a person shows interest in his/her job and is enthusiastic about it. This question was informed by issues raised on page 29 and 31 of the literature review.
Agree 1 Strongly Agree 2 Disagree 3 Strongly Disagree 4
In Question 8 the respondents had to give a reason for their choice in Question 7 and in this way the researcher could establish whether the respondents understood the concept. It allowed for further elucidation of the concept and for the researcher to establish whether interest and enthusiasm towards a job, according to respondents could be linked to high morale.
The questions asked were to gather data on the respondents’ views and perceptions of the concept of high morale. The questions were guided by literature sources (refer to page 30, 31 and 32 of Chapter 3).
10. Do you feel your needs are satisfied in this job situation? Y 1 N 2 11. Are you still interested and enthusiastic about your job? Y 1 N 2 18. Are you excluded from important aspects of decision-making? Y 1 N 2 19. Do you think SMTs and principals only are best qualified to make
decisions at your school?
Y 1 N 2 20. Have you ever thought of leaving the profession? Y 1 N 2 25. Does the principal provide recognition to you for a job well done? Y 1 N 2 26. Do you think that recognition from the principal will contribute to high
morale?
Y 1 N 2 29. Do you think that the public expect too much of you as an educator? Y 1 N 2 31. Do you get the necessary support from parents? Y 1 N 2 33. Are the parents involved in the education of their children? Y 1 N 2 37. Do you think that being part of the decision-making will increase your
morale?
Y 1 N 2 39. Do you think that community involvement in your school would
contribute to high morale?
Y 1 N 2 41. Does it affect your morale if the education dept. does not supply you
with the necessary resources?
Y 1 N 2 42. Does it affect your morale if management provides you with assistance
to resolve personal issues?
Y 1 N 2 43. Will realistic opportunities for growth and advancement contribute to
higher morale?
Y 1 N 2
Questions 20, 31,37, 39, 41, 42, 43 are yes/no questions that are followed by 21, 32, 38 and 44 respectively where respondents must give a reason for their answer or motivate their answer. These questions were prompted under the guidance of the literature study (refer to pages 36, 37, 38, 45 and 48 of Chapter 3) to get further clarification from the respondents regarding, what is morale
(questions 10 and 11), causes for low morale ( questions 18, 19, 20, 25, 26, 29, 31 and 33), how can low morale be dealt with (questions 37, 39, 41, 42 and 43) and to establish whether the factors mentioned above currently affect the morale of educators and why. It also gives the respondents an opportunity to express their opinions in their own words. Questions 10 and 11 are followed by, “If no why?” Questions 26 and 29 are followed by, “If yes why?” This was done to gain further explanations and to get the different view points of the educators in their current job situations.
The following multiple choice questions were asked where respondents must choose between alternatives:
Question 9: Low morale at work arises from:
Personal experiences 1 Job related experiences 2
Question 14: If I am not satisfied and happy with my work situation, I
Take a passive attitude towards my work. 1
Discuss the problem with the principal. 2
Talk to a colleague. 3
Talk to a SMT member. 4
Ignore it. 5
Other. 6
Question 16: The major factor influencing morale of teachers at this school is:
The management style of the principal 1
Public criticism of educators 3
Other……… 4
Question 23: Which of the following according to you is the best way to deal with low morale of educators?
Involve the educators in decision-making processes at the school 1
Proactive teacher education workshops 2
If appreciation is shown toward teachers for a job well done 3 Principal should manage conflict appropriately 4
Other……… 5
Question 28: Which of the following has an impact on your morale status at the school?
Unfavourable working conditions 1
Management style of the principal 2
Ineffective administrative structures 3
No possibility for advancement (promotion) 4
Question 34: Which of the following statements describes your sense of belonging toward the school best?
You feel that you belong 1
You feel detached from the group/ cannot fit in 2
Question 35: Which of the following have the most negative impact on your morale status at the school?
Vandalism of the school 1
Physically aggressive learners 2
Socio-economic context within which the school is located 3
Abolition of corporal punishment 4
The researcher was prompted by pages 30, 31, 32 and 33 of Chapter 3 in the literature study to formulate questions 9 and 14 because it speaks about the different factors that affect educator morale. The aim of this was to understand the morale status of educators and to find out whether they understand it. Questions 14 and 16 were followed by, explain your choice. Questions 16, 28 and 35 touch on the factors that affect low morale and also the causes of low morale of educators and it will help the researcher come up with suggestions for improvement. I was lead to ask these questions (16, 28 and 35) because they were mentioned in previous studies (refer to pages 33, 34, 36, and 37 of Chapter 3) and they put emphasis on the sub-foci. Question 23 deals with how low morale can be dealt with.
The following types of questions are ranking questions:
Question 13: Rank the following causes of teacher morale on a scale from 1-5 (1. Indicating very high frequency and 5 very low frequency)
Management style of the principal 1 2 3 4 5
Lack of educational resources 1 2 3 4 5
Relationships among peer groups 1 2 3 4 5
Conflicting personalities in the job situation 1 2 3 4 5
Poor working conditions 1 2 3 4 5
Low 1 High 2 Very High 3
Question 13 elicits responses that speak to the causes of low morale among educators. The question was asked to establish the status of educator morale and also for educators to evaluate themselves according to their work situation. It will also be easy to link the causes of low morale to the morale status of the educators. This question was guided by pages 33, 34, 35, 36 and 37 of the literature study. In Questions 13 and 22 the researcher attempts to measure the mind-sets and opinions of the respondents (educators).
In this questionnaire open- ended questions that were asked are listed below. Question 24: What are the main causes of your morale status at the school? Question 36: Of what value is a high level of morale among educators to the learners?
Question 45: How do you think management can best deal with low morale of educators?
Question 46: If you have any other concern that affects your morale but is not covered in this questionnaire, please write it down. The rationale on which these questions are based is the eliciting of various responses from the respondents and it will give the researcher grounds to formulate certain recommendations. The questions were asked to obtain current information from respondents on causes and ways of dealing with low morale of educators.
2.6.1.2 Questionnaire that was given to principals and School Management Teams
The following dichotomous questions were asked in this questionnaire
9. Do you think the exclusion of post level 1 educators from decision- making processes contributes to low morale?
Y1 N2 19. Are there teachers at your school that are assigned subjects that they
do not specialise in?
Y1 N2 22. In your opinion are the educators at your school still excited about the
profession?
Y1 N2 25. Do you think that if parents support teachers with the discipline
problems of their children it will contribute to high teacher morale?
Y1 N2 26. Does a high attendance of parents at parent meetings contribute to
high teacher morale?
Y1 N2 28. Will the assistance of educators to resolve personal issues contribute
to high teacher morale?
Y1 N2
Refer to pages 36, 37, 38, 43 and 45 of chapter 3 in the literature review on which the questions are based. In all the questions above respondents must either give a reason for their choice or motivate their answers. It gives respondents a chance to express their answers in their own words and to get further revelation from the respondents about their views regarding the issues at hand.
The following multiple choice questions were asked where respondents had to choose between alternatives:
Question 14: Which of the following would you say is the biggest cause of low educator morale? Select one:
Conflicting personalities among staff members (difficult relationships)
Lack of educational resources (poor working conditions) 2
Personal problems of educators 3
Poor discipline among learners 4
Other
(specify)……… 5
The question was motivated by pages 33, 34 and 36 of the literature review .The question above is followed by “give a reason for your answer”. This further clarifies why the choice was made.
The ranking questions that were used in the questionnaire were:
Question 11: How do you rank the morale status of the educators at your school?
Low 1 High 2 Very High 3
This question overlaps with question 22 on the educators’ questionnaire. It is to establish whether principals and SMTs know the morale status of educators at their schools and also to compare the different responses.
Question 16: How frequently do you acknowledge post level 1 teachers for a job well done?
Question 17: How frequently do you acknowledge them in front of other staff members?
Never 1 Always 2 Sometimes 3
Acknowledgement of educators for a job well done is one way to deal with low morale among educators according to literature (see pages 46 and 47 of Chapter 3)
Question 18: Indicate teacher absenteeism at your school:
2-9 teachers per week 1 10-17 teachers per week 2
18+ teachers per week 3
Teacher absenteeism is listed as an indicator of low morale among educators according to the literature review page 41 and 42. It will enable the researcher to establish the morale status of educators from the sample audience.
The rest of the questions on the questionnaire are open-ended questions and are listed below.
Question 13: What gives you an indication that the morale status at your school is high or low?
Question 24: What measures do you have in place to keep beginning teachers motivated and excited about teaching at your school?
Question 30: In your opinion, who or what are the main causes of the morale issues among the staff (if any) at your school?
Question 31: How do you deal with low morale of educators at your school? Question 32: If there are other factors impacting on educator morale that are not covered in this questionnaire, please write it down. These questions were asked
to get the different view points from principals and SMTs about the causes of low morale and how they currently deal with low morale among educators.
2.6.1.3 The pilot questionnaire
Pilot questionnaires were issued to establish whether instructions were clear and understandable. Two SMT members and three educators were used to pilot the questionnaires. The educators and SMT members checked the clarity of the questions and commented on them. The educators commented that the questions were easy to understand and that the questionnaires did not take long to answer. The questionnaires were well balanced, easy to read and enough space was provided to write the responses. The SMT members commented that the questions were clear and relevant to the work situation for which it was intended. Simple and understandable language had been used.
2.7 DATA ANALYSIS AND DATA INTERPRETATION PROCEDURE
2.7.1 Qualitative data analysis and interpretation
The researcher firstly organised the raw data from the open-ended questions into the categories (defining the concept, causes of low morale and how can low morale be dealt with) mentioned on the questionnaire- these categories were the main categories. It was then divided into sub-categories with a question probe attached to each sub-category. Thereafter, the data was divided into groups that were more or less similar. Every utterance by the research respondents was accounted for because the sample size was not large. The data obtained from the questionnaire that was not similar to the rest of that of the sample audience was listed under miscellaneous.
The data was interpreted by making sense of the responses with the highest prevalence of open-ended responses. Each respondent's words were interpreted. Similar responses were identified, as well as the reasons for having certain feelings about certain questions.
2.7.2 Quantitative data analysis and interpretation
The questionnaires were already divided into themes or categories for the tabulation of the data and this made it easier for the researcher to continue, in line with the study’s objectives. One question at a time was dealt with and the responses were counted per question and per response possibility. The data was then presented in the form of tables. The interpretations were based on the different themes and categories used in the study. For data interpretation, the researcher looked at the highest percentage of people that agreed with certain responses.
2.8 CONCLUSION
The above chapter dealt with the research design and covered the information indicated below.
The sample selection: why this particular sample was chosen, the size of the sample and the persons that represented the sample.
How the data was identified: the following were taken into consideration, namely, how the data was collected, where the information would come from, what needed to be shown as validation and justification for learning , what do I need to know to arrive at a solution, and what do I need to solve.
How the literature study was conducted.
The types of research approaches used in this study.
How the questionnaires were developed with a detailed discussion of each questionnaire (SMTs, principals and educators), why each question was asked and also the types of questions asked.
Why, how and to whom the pilot questionnaires were issued and the outcome of the pilot questionnaires.
How the data analysis and interpretation were done.
The next chapter provides the literature study that was done for this research.
CHAPTER 3
LITERATURE STUDY
3.1 INTRODUCTION
This deals with available literature on how to advise principals and School Management Teams (SMTs) on how best to deal with instances of low morale of educators in certain schools.
In order to have a better understanding of the problems that relate to low educator morale, the researcher will focus mainly on the sub-problems as captured in the research study. The literature review will provide historical perspectives on educator morale and how it ties in with this research. The sub-foci are:
(i) What is morale?
(ii) What are the causes of low morale? (iii) What are the indicators of low morale? (iv) What is the importance of educator morale? (v) How can low morale be dealt with?
It is anticipated that the literature review will contribute partially to a solution of the research question. To this end the researcher will attempt to provide a link between existing mechanisms from previous studies for dealing with low morale in general, in order to provide a background to understand the sub problems to be evaluated. The literature review will serve as a framework to do the research design for example setting up of questionnaires. It will guide the researcher to determine which questions to ask, because it provides knowledge regarding the
different types of questions asked which can be validated against the information collected from respondents.
3.2 HOW MORALE CAN BE EXPLAINED
In order to address a topic on morale one needs to have an understanding of the meaning of the concept “morale”, and how it is explained as per the relevant literature.
Morale is an unclear concept and the expression itself is often used without being appropriately described. Webster’s New Collegiate Dictionary (1977:748) describes morale as the “mental and emotional attitude of an individual to the function or tasks expected of him “. It is also “a sense of common purpose with respect to a group”.
According to Bentley and Rempel as cited in Bhella (2001:369), morale is the degree to which an individual’s desires are fulfilled and how the individual identifies satisfaction with respect to his/her job situation. They also state that high morale is present when an individual demonstrates a concern for his job and when the individual is excited about the job. What the person thinks, perceives and feels is more significant than the circumstances that may exist as thought of by others. Management, according to the authors, can only be perceptive of morale when a person expresses certain feelings and channels them towards their job situations in the form of different behavioural patterns.
It is common knowledge that in any organisation where low morale is evident, productivity levels are low, and in schools where teachers are not performing to desired levels, it can adversely affect learner achievement. Indeed, Ellenberg (1972:76) found that teacher morale affects student achievement. On the other
hand, in schools where high morale is present, learner achievement is enhanced.
Morale has been thought of variously as a “feeling, a state of mind, a mental attitude and an emotional attitude” (Mendel as cited in Lumsden 1988:2), which is echoed by Evans L (1997:832) that morale is “a state of mind determined by the individual’s anticipation of the extent of satisfaction of those needs which he/she perceives as significantly affecting his/her total work situation.”
Another study by Washington and Watson cited by Lumsden (1998:2) describes morale as the feeling an employee has about his profession based on how he perceives himself in the institution and whether or not the institution meets that person’s desires and expectations.
Fuller (1985:9) observed that morale is often perceived as an institutional phenomenon and that organisational morale is a shared expression of individual mindsets. It is the author’s contention that one should start at a personal level in order to deal effectively with grievances.
Morale has been explained as the professional interest and passion that a person exhibits towards the realisation of individual and group goals in a given job situation. Dreeben as cited in Engel (1986:104-105). It follows then that if each person in a specific job situation reaches his/her individual goals, then the group goals could be achieved.
The following then comprises the quoted sources’ understanding of morale: • Morale is the degree to which an individual’s needs are fulfilled and how
• The presence of high morale is indicative of an individual who displays an interest in his/her job or who is enthusiastic about his/her job.
• Morale is thought of in many respects as a feeling, a state of mind, a mental attitude and an emotional attitude.
• Morale is viewed as a state of mind determined by the individual’s expectation of the level of contentment of those needs which he/she perceives as significantly affecting his/her entire work situation.
• Organisational morale is viewed as a collective expression of individual feelings.
• Morale has been explained as the professional interest and enthusiasm that a person displays towards the achievement of individual and group goals in a given job situation.
From the above definitions of morale, the researcher defines it as an individual’s multi-faceted state of mind that arises from personal experiences, which give rise to certain feelings and perceptions, which in turn shapes the nature of a person’s day-to-day contact with other people in a given job situation. The diverse schools of thought on the definition of morale, which exist in the literature, should facilitate the researcher’s understanding of its meaning.
For the sake of completeness, the causes of the various states (high or low) of morale will also be afforded an exposition in what follows.
3.3 CAUSES OF LOW MORALE
In this subsection the core of the problem will be highlighted via the views of other researchers. Before one can begin to address the problem as outlined in the introduction, we need to know its origins. In this subsection the researcher is going to summarise the causes of low morale of educators.
Naong cited by Naong (2007:291) pointed out that educators in South Africa are generally unhappy, demoralised and exhausted. The current status of teaching in South Africa is recognised by extremely trying circumstances (i) the incidence and influence of stress, (ii) the declining morale (iii) the number of teachers leaving or intending to leave the profession. Lorgat as cited in Mahabeer (2008:44) concurs that many educators are exiting the profession and one of the many reasons is, that they experience immense pressure dealing with the effects of HIV and Aids.
The incidence of HIV infections amongst teachers was found by the Education Labour Relations Council (ELRC) Report, to be 12% nationally. The prevalence of HIV infection among teachers is higher than the 11% average figure. The study also reflects marked provincial deviations (Hall et al 2005:23). School efficiency will decrease where a considerable proportion of teachers are ill, lacking morale and are unable to concentrate and this is confirmed by the Mobile Task Team (2005:3) that states that there is a strong link between low morale, poor job satisfaction and high job stress in relation to the absenteeism rate related with HIV and Aids.
According to SAIDE (2001:21) studies have shown that that the following impact greatly on the morale of educators: a lack of support for educators; shortage of subject advisors; workshops aimed at educator improvement taking a long time to materialise; the socio-economic context within which schools are located greatly affects learning; high unemployment rate and rivalry over scarce resources in communities which contributes to social problems for example vandalism of schools, gang wars and drug trafficking. The Daily Dispatch (11 February 2003:2) cited that “Teachers' low morale was caused by the government's failure to build proper school building structures to create an environment conducive to teaching and learning”. According to the Daily Dispatch (February 2002:1) the poor performance of teachers in the classroom and the miserable pass rates of the Eastern Cape schools is due to low educator morale.
The Educators Voice (July 2009:14) reveals that there are various stresses placed on teachers who are expected to deliver a new curriculum within the structure of poor classroom settings, inefficient schools and communities disjointed by poverty and unemployment. These factors place stress on teachers and make the accomplishment of teaching and learning objectives a challenge.
Another cause of low morale of educators is the abolition of corporal punishment in schools and the escalating lack of discipline in schools (Naong 2007:283). According to the author there is a direct correlation between educator morale and learner discipline at schools. Malone, Bonitz and Rickett as cited in Valentic (2005:11) concurred that the main reason teachers leave the profession is due to a lack of learner discipline. Teachers find this unruly behaviour annoying and claim that it reduces their efficiency and hinders their ability to increase student achievement. Students are becoming more physically and verbally hostile and it is expected of educators to manage their classrooms in these climates. Teachers use precious teaching time on discipline matters and this disruptive behaviour destroys educator morale.
According to Whitaker (1995:80) the following are causes for low educator morale:
• Inadequate and poor reward systems by principals for a job well done. • Uneasy relationships, conflicting norms and outlooks.
• Lack of educational facilities and resources - poor working conditions.
The source of the problem is not only job-related, it is also personal since, according to Andrew et al (1985:49), illness, marital problems and financial problems cause depression, which is carried over to the work situation, which
suggests that, and this is affirmed by Evans L (1992:163), morale is an individual phenomenon rather than a group phenomenon.
Each individual has his/her own personal issues and they enter their work environment with their own sets of problems, which inevitably impacts negatively on their work. Hayward (2002) cited in Management Today, highlights that a high level of educator stress and low morale are apparent in contemporary South African schools. This is emphasised in Stenlund (1995:146) where the effects of stress on morale and how it can result in emotional and physical fatigue and a reduction in work motivation, involvement and fulfillment is discussed. Kelehear (2004:30) corroborates that “stress occurs among all groups in a school community and can affect morale, performance and leadership ability”. It is, furthermore this author’s argument that when schools function under high levels of stress, especially unmanaged stress, the school environment becomes unhealthy and inefficient. The Sunday Times (29 September 2002:17) also emphasised that teaching is a stressful job that offers inadequate prospects for promotion and few incentives.
According to He and Xhuan as cited in Pan and Qin (2007: 66) teacher job satisfaction refers to teachers’ emotional observation of their work, occupation and job situation. These observations and experiences are directed onto education and teaching, affecting teachers’ morale and the quality of education and teaching.
Pan and Qin (2007:75) is also a useful source of information on the various causes of low morale, which could assist the researcher to compile a few suggestions for principals to improve the morale status of educators at their schools. This may also convey information on what behaviours principals should not express. Pan and Qin stress the following points that principals should adhere to:
• The establishment of effective administrative structures.
• The creation of superior teaching climates and an enabling setting for teachers to improve their qualifications (it will raise teachers’ morale and improve job satisfaction, resulting in teachers acknowledging management).
• Avoiding an autocratic management style, whereby power is concentrated in the hands of dictatorial principals. This can result in educators expressing resentment towards their principals, losing confidence in management, and becoming taciturn towards their work.
In addition, the following contributing factors according to Dreeben as mentioned by Mattera et al (1991:3) create an awareness of the different elements that adversely affect teacher morale, which are part of the sub-problems that the researcher identifies:
• Non-existent relationships in the workplace (between peer groups). • Lack of freedom in planning work.
• Lack of opportunities for policy planning. • Educators’ perceptions of their supervisors.
McDonough, cited in Inman and Marlow (2004:606) and Engel (1986:104-105) also identify the following as negatively impacting on teacher morale and creating stress in the workplace:
• Uninvolved parents and invasive bureaucracy (McDonough). • New and enhanced public expectations (Engel).
In fact, Inman and Marlow (2004:613) pointed out that detached parents and persistent bureaucratic interferences tend to “influence the inclination of teachers to leave the classroom”. The latter authors also corroborate Engel’s findings on the effects of public expectations.
According to Andrew et al (1985:24-29), teachers view the principal as the major influencing factor on morale. In Andrew’s study: ‘inconsistent’, ‘unsupportive’, ‘formal’ and ‘impatient’ were some of the adjectives used to describe principals of schools experiencing low levels of morale.
Ball (1987:103) identifies the establishment of SMTs in schools as awkward, since staff that is not part of the Senior Management Team tends to think of themselves as prohibited from the important parts of decision-making. According to a study done by Evans L (1998:427), teachers expressed their desire to be part of the decision making processes at their school.
Hierarchical decision-making structures are entrenched in schools and regardless of democratic gains; the reality of the situation is that the decision-making process within the school may be vested in the principal. Hierarchically based decision-making is restricted. The principal’s hierarchism is based on the idea “that those holding the most senior posts are best qualified to make decisions”; in other words that “seniority equates to decision-making competence” (Evans L 1998:426).
One of the recurring themes which emanates from the previously quoted researches implicitly speaks to the need for an effective management style of the principal as a deterrent to low levels of teacher morale. In addition, what surfaced is that teachers yearn to be a part of and stakeholders in the education of learners, and in the education process. Excluding them from these, creates a sense of apathy and resentment toward the principal, which subsequently negates high morale.
Gonder and Hymes (1994:11) defines school climate as follows. It refers to the atmosphere in a school by saying; it consists of mannerisms and mindsets shared by members of subgroups, such as students, management and staff and by the school population as a whole. Climate impacts on morale, productivity and satisfaction of persons involved in an organisation and are generally considered to be positive or negative.
To summarise, the causes of low educator morale are:
• Insufficient reward systems by principals, fluid relationships, incompatible values and views and poor working conditions.
• Personal problems resulting in stress.
• Ineffective administrative structures, unfavourable working conditions without the possibility of personal advancement, and an autocratic management style.
• Non-existent relationships in the workplace (between peer groups), lack of freedom in planning work, lack of opportunities for policy planning and educators’ perceptions of their supervisors.
• Indifferent parents and invasive bureaucracy, and new and enhanced public expectations.
• The establishment of management structures, e.g. SMTs which exclude teachers from decision-making.
• The abolition of corporal punishment. • The school climate.
• Socio-economic context within which schools are located. • Vandalism of schools.
• Physically and verbally aggressive learners. • Prevalence of HIV infections among educators.
• Job satisfaction - emotional perception of their work, profession and working conditions.
The causes of low morale fits in with the research problem in that it will assist the researcher to design a data collection tool and to pose questions which would ideally elicit responses that speak to the sub-foci. It helps bring the different elements together that contribute to this problem.
In the subsequent section the indicators of low morale will be explored.
3.4 INDICATORS OF LOW MORALE
In this subsection I extract the indicators by ascertaining from the literature what happens to educators, learners and schools where low morale is evident.
There is a direct correlation between high educator morale and learners’ performances in schools where the learners’ achievements are commendable. The converse also holds true (Bhella 2001:371).
In a study conducted by Andrew et al (1985:24-29), in schools with low morale, only disciplinary and academic problems are discussed during meetings. Another problem identified in these schools is the presence of cliques which creates defensiveness on the part of the principal. In such situations the principal more often than not, only communicates with certain groups rather than the whole staff thereby excluding certain teachers in the decision-making processes at the school, especially in matters that affect them professionally.
Teachers clearly identified students as the primary and central factor that has an impact on both their professional enthusiasm and discouragement. Teachers treasure student responsiveness and enthusiasm and conversely list low motivation in students as a discourager (Stenlund 1995:146). In schools where
the majority of learners underperform, teachers are discouraged and unenthusiastic towards their work.
Another indicator of low morale is “a loss of concern for and detachment from the people with whom one works, decreased quality of teaching, depression, greater use of sick leave, efforts to leave the profession, and a cynical and dehumanised perception of students” (Mendel citing Holt 1980) (Lumsden 1998:4).
In instances where there are high levels of morale, teachers feel a sense of achievement and satisfaction from their jobs (Hoy and Miskel 1987). According to Lawless (1979:305), the high morale group is held together by inner cohesiveness “Goodwill, cohesiveness and adaptability are marks of morale”. Being part of such a group offers the individual a wide range of support as well as some sense of support or protection against dissatisfaction or harsh circumstances in the workplace.
Hayward (2002) found in a study on teacher morale that good collegial associations and good interactions with senior management were seen as the foundation of very high educator morale.
In summary, the indicators constitute the following: • Low learner achievement.
• Selective communication.
• Ignoring certain human resource issues.
• A lack of learner responsiveness and enthusiasm. • High frequency of teacher absenteeism.
• Low standard of teaching. • Cynical perception of learners.
• Efforts to exit the profession. • Detachment from colleagues. • Not being able to adapt.
• Bad relationships with colleagues and senior management.
In the next section, the importance of high teacher morale will be addressed.
3.5 IMPORTANCE OF HIGH TEACHER MORALE
In this segment the importance of high educator morale will receive attention and its importance with respect to learners, will be highlighted. The profession and the professional health of both educator and the institution will also be discussed.
According to the Restaurant Hospitality (1 March 2009:16), if morale is high in any workplace, the employees are happy and happy employees provide better customer service.
Teacher morale is a very important aspect in our schools. It is important because it impacts on learner achievement and if morale is low, learner achievement is low. This is confirmed by Asmal K (1999) who states that, “Low teacher morale is a serious barrier to learning”.
People are the most important aspect in organisations. Organisations cannot survive without their people. That is why morale is closely linked to organisational survival. Johnrud and Rosser as cited by Valentic (2005:4) affirm that morale is a vital aspect in teachers' decisions whether or not to stay in the profession. If the work life of the staff can be improved, then morale will
increase, thereby increasing teacher retention. According to Andrew et al (1985:30), positive steps must be taken to advance the morale status of teachers, students and administrators in schools that have low morale.
“Many studies indicate that social factors such as group interaction, supportive relationships, human relation skills, management skills, high performance goals and above all, morale are the most important determinants of productivity and success in human enterprises “(Bhella 2001:369).
The recipe for success at one of South Africa's top one hundred schools is: a happy, stimulating environment, a highly qualified and driven staff that is motivated, professional and committed and an institution that has all the structures in place with a code of conduct for educators and learners without any loopholes (Sunday Times 18 October 2009:4).
Miller, as cited by Lumsden (1998:3), stated that teacher morale can have a positive effect on pupils’ mindsets and the way they learn. Elevating the level of morale of teachers does not only make teaching more pleasant for teachers, but also learning more pleasant for learners. This creates an environment that is more conducive to learning and that is why it is vital that we deal with it. This is confirmed by Mendel as cited in Lumsden (1998:4) when he says that teacher morale affects student learning, the health of the organization and the health of the teachers.
Hall (1998:201) found that poor morale affects output and efficiency in organizations. Absenteeism, labour disputes, misappropriation and embezzlement of funds and poor quality are all indicators of turmoil and low morale. It certainly impinges on how well people do what needs to be done. Low performance can contribute to attrition.
