A COMPARISON OF TEACHER STRESS, COMMITMENT AND SCHOOL CLIMATE IN SCHOOLS WITH DIFFERENT SUCCESS RATES

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dc.contributor.author Khoza, Harriet Rivalani
dc.date.accessioned 2006-11-16T10:25:11Z
dc.date.available 2006-11-16T10:25:11Z
dc.date.issued 2006-11-16T10:25:11Z
dc.identifier.uri http://hdl.handle.net/10539/1792
dc.description Faculty of humanities/Arts School of Human and Community Development 0318144e khoza-hr@rau.ac.za en
dc.description.abstract It has been established that South African schools often experience vastly different matric success rates, even in schools from the same areas, with similar resources (Snyman, 1998). This study was conducted to compare teacher stress, professional commitment and school climate in schools with different matric success rates, in an attempt to uncover some of the reasons behind differing pass rates. The sample consisted of teachers from four high schools with different matric pass rates. The schools were selected from twelve high schools in the same rural area, same education district and circuit. The two high schools which performed very badly were matched with two high schools which produced a hundred percent pass rate in their recent matric results. A questionnaire was used as a data collection instrument. The questionnaires consisted of the Job Stress Survey, Professional Commitment Scale, as well as the Organisational Climate Index. The research questions for the study were: (i) Do teachers from schools with different matric success rates perceive the same sources of stress? (ii) Are teachers in schools with different matric pass rates experiencing the same levels of stress? (iii) Is there any difference between teachers’ perceptions of school 6 climate in schools with different matric pass rates? (iv) Do teachers in schools with different matric success rates differ in terms of their levels of professional commitment? The results indicated similarities in terms of the levels and sources of stress among the teachers from the two school types, as no significant differences between the schools were found. However, the teachers in schools with excellent matric pass rates have higher levels of commitment, and perceive their schools more favourably than the teachers in schools with poor matric pass rates. Significant correlations were also found to exist between teachers’ professional commitment and organisational climate. These findings indicate that there is a need in South Africa to seek out ways of improving the climate of the schools as well as teachers’ professional commitment in order to produce quality education. en
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dc.language.iso en en
dc.subject Organasational en
dc.subject Climate en
dc.subject Occupational en
dc.subject Stress en
dc.subject Professional commitment en
dc.title A COMPARISON OF TEACHER STRESS, COMMITMENT AND SCHOOL CLIMATE IN SCHOOLS WITH DIFFERENT SUCCESS RATES en
dc.type Thesis en


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