The Case of Job Satisfaction of Previously Disadvantaged Secondary School Principals

Abstract

This study investigates the factors that affect the job satisfaction of principals of previously disadvantaged secondary schools in the North West Province. The aims of the study were to determine-through qualitative means-the factors that influence the job satisfaction of the principals, and thereby make recommendations on ways to improve their job satisfaction. A phenomenological approach was employed to a select eight principals from the sampled schools. The results indicate that the factors that enhanced the job satisfaction of the selected principals related to the nature of their work. Their interpersonal relationships were also gratifying. A majority of the principals were frustrated with poor management on the part of the Department of Basic Education (DBE). This was linked to a lack of autonomy among the principals, excessive bureaucracy, and poor policies. The principals believed that these policies exacerbated the problems they already had of ill-disciplined learners. The DBE can do well to consider the challenges faced by principals in order to address the quality of teaching and learning in public schools, as there is direct correlation between effective leadership and high learner performance.

DOI: 10.5901/mjss.2015.v6n1s1p345