Assessment of job satisfaction of lecturers who received vocational teacher training in relation to the current learner centered methodology used at a university of technology
Nesamvuni, Edgar (2021)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021060915235
https://urn.fi/URN:NBN:fi:amk-2021060915235
Tiivistelmä
This study was conducted amongst teachers in the faculty of management sciences at the Tshwane University of Technology. The response rate from the study population was 56%. The study sample had majority of the respondents (55%) were females and a high number of the respondents (60%) were over 40 years of age.
The first objective of this study was to assess the job satisfaction using the MSQ short questionnaire. The outcomes of the survey elicited that the teachers are moderately satisfied with their ability to implement learner centered teaching methodologies. The intrinsic motivation factors were higher (mean=3.68/74%) as compared to extrinsic motivation factors (mean=3.45/69%). The biggest source of dissatisfaction was working conditions, which is an extrinsic motivation factor. This was contrasted by the highest source of satisfaction, which was ability of supervisors’ decision-making. In terms of the Herzberg 2 factor theory, the teachers received satisfaction from two motivators, viz. responsibility and growth in contrast to the hygiene factors of supervision.
Additional concerns that were solicited through open ended questions showed that the teachers a concerned by the following hygiene factors; reputation of the institution, slow decision making by supervisors, working conditions, availability of resources and infrastructure. Upon analysis, the issues raised had a direct impact on their ability to implement learner centered teaching methodologies. The second objective of the study was to elicit from the teachers a priority list of five techniques and tools they wish to implement. The list can be classifies as follows; i) use of video platforms; ii) flipped classroom; iii) interactive presentations; iv) mind map apps and v) technology based classroom management. A number of administrative and infrastructure impediments were raised. The ones which can be changed at faculty level included; i) workload, ii) class attendance, commitment of part-time teachers, iii) acquisition of latest technology and iv) classroom layout.
A developmental project will be presented to ensure the practical implementation of the selected teaching techniques and tools as well as addressing the impediments that are within the span of control of the researcher.
The first objective of this study was to assess the job satisfaction using the MSQ short questionnaire. The outcomes of the survey elicited that the teachers are moderately satisfied with their ability to implement learner centered teaching methodologies. The intrinsic motivation factors were higher (mean=3.68/74%) as compared to extrinsic motivation factors (mean=3.45/69%). The biggest source of dissatisfaction was working conditions, which is an extrinsic motivation factor. This was contrasted by the highest source of satisfaction, which was ability of supervisors’ decision-making. In terms of the Herzberg 2 factor theory, the teachers received satisfaction from two motivators, viz. responsibility and growth in contrast to the hygiene factors of supervision.
Additional concerns that were solicited through open ended questions showed that the teachers a concerned by the following hygiene factors; reputation of the institution, slow decision making by supervisors, working conditions, availability of resources and infrastructure. Upon analysis, the issues raised had a direct impact on their ability to implement learner centered teaching methodologies. The second objective of the study was to elicit from the teachers a priority list of five techniques and tools they wish to implement. The list can be classifies as follows; i) use of video platforms; ii) flipped classroom; iii) interactive presentations; iv) mind map apps and v) technology based classroom management. A number of administrative and infrastructure impediments were raised. The ones which can be changed at faculty level included; i) workload, ii) class attendance, commitment of part-time teachers, iii) acquisition of latest technology and iv) classroom layout.
A developmental project will be presented to ensure the practical implementation of the selected teaching techniques and tools as well as addressing the impediments that are within the span of control of the researcher.