Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Professor Chinedu I. Okeke 1  and Pamela N. Mtyuda 2
  • 1 Faculty of Education, University of Fort Hare, East London Campus, 50 Church Street, East London 5200, , Alice, South Africa
  • 2 Queenstown Education District, , Queenstown, South Africa

Abstract

Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachersí broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.

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