dc.contributor.author	Sfetsios, Nefeli
dc.date.accessioned	2009-03-03T10:05:53Z
dc.date.available	2009-03-03T10:05:53Z
dc.date.issued	2009-03-03T10:05:53Z
dc.description.abstract	In view of the rapid decrease in the number of students opting to train as teachers and the increasing numbers of teachers leaving the profession; the teaching profession in South Africa is indeed what Duke (1984) termed “imperilled”. While quantitative research identifies remuneration to be the foremost factor attributed to the dissatisfaction of teachers in South Africa as elsewhere; the main purpose of this study was to explore teachers’ perceptions of remuneration. Nine qualified women teachers aged between 25 and 35 years of age, who had been teaching for at least two years and less than ten, volunteered to take part in this study. The sample was drawn from government schools in a suburban part of Johannesburg. This research was based on the information gathered from a short biographical questionnaire followed by in-depth, semi-structured interviews. A process of language sensitive thematic content analysis was employed in order to analyse the data from the interviews. The research indicates that in the decision to enter the teaching profession, notions of the perception that teaching is a vocation predominate. An emphasis on the related intrinsic rewards to be gained from teaching was found to receive greater focus than monetary concerns on entering the profession. The participants expressed that women are more likely to enter the teaching profession while even though men may share the passion to teach, they are seriously deterred by the poor levels of remuneration. The participants explained that as the contexts of their lives changed, so too did their perceptions of remuneration, often resulting in an increasing emphasis on the importance of better remuneration to meet their and their families’ financial needs. Related to this, it was found that as South African teachers were exposed to an almost overwhelming number of challenges, the participants began to experience fewer intrinsic rewards which seemed to impact negatively on their perceptions of remuneration. Thus of the nine participants, only two indicated their long-term commitment to the teaching profession whereas the remaining seven all had plans to leave the profession in search of better remuneration.	en
dc.identifier.uri	http://hdl.handle.net/10539/6602
dc.language.iso	en	en
dc.subject	Psychology of money	en
dc.subject	Vocations	en
dc.subject	Remuneration	en
dc.subject	Teaching	en
dc.subject	Perceptions	en
dc.subject	Intrinsic and extrinsic rewards	en
dc.title	"An imperilled profession?" : teachers' perceptions of the significance of remuneration in entering and remaining in the teaching profession.	en
dc.type	Thesis	en

"An imperilled profession?" : teachers' perceptions of the significance of remuneration in entering and remaining in the teaching profession.

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