Doctoral Degrees (Industrial Psychology)

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Browsing Doctoral Degrees (Industrial Psychology) by browse.metadata.advisor "Boonzaier, Billy"

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    Variance in employee engagement among public school teachers in the Western Cape province : an exploratory study
    (Stellenbosch : Stellenbosch University, 2018-12) Vermooten, Nicola; Malan, Johan; Boonzaier, Billy; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH ABSTRACT: In 2011, the National Planning Commission identified poverty and inequality as the most significant burdens facing South Africa. Today, this reality remains unchanged. Abject poverty and high levels of inequality are still noticeable in many aspects of the South African society. Based on a review of the extant literature, the researcher contends that the provision of quality education for all South Africans offers a long-term, sustainable solution to these challenges, especially in public schools. Regrettably, the quality of basic education in South Africa engenders concern. Even though multiple factors contribute to the efficiency and performance of an education system, the researcher claims that teacher quality is one of the most salient determinants. She proposes that well-functioning teachers, who are able and motivated to perform their job optimally, are required to provide quality basic education for all South Africans. For this reason, the study was intended to gain an in-depth understanding of the engagement phenomena among public school teachers. A mixed-methods research design was used to guide the study. It comprised of a qualitative phase (i.e. Parts 1 and 2) and a quantitative phase (i.e. Part 3). During Part 1 of the qualitative phase, initial interviews were conducted with 37 teachers from fee schools (n = 20) and no-fee schools (n = 17) in the Western Cape Province to identify the most salient contextual, organisational, job and individual antecedents of variance in employee engagement. During Part 2 of the qualitative phase, follow-up interviews were conducted with 28 teachers from fee schools (n = 14) and no-fee schools (n = 14) in the Western Cape Province to explore the relational dynamics that exist among the identified antecedents. In addition, the researcher enquired about the stability of the perceived causal relationships (i.e. direction and intensity) and teachers’ level of engagement (i.e. within-person variance) over time during the follow-up interviews. Based on the qualitative results and a review of the extant literature, a structural model emerged, which explained public school teachers in the Western Cape Province’s experience with the engagement phenomenon. A self-report web-based survey was completed by 353 teachers from fee schools (n = 321) and no-fee schools (n = 31) in the Western Cape Province during the quantitative phase to evaluate the emerging structural model1. The web-based survey comprised of valid and reliable instruments that were selected based on the antecedents that were identified during Part 1 of the qualitative phase. The psychometric properties of these instruments were determined using item analysis, confirmatory factor analysis and exploratory factor analysis. The emerging structural model was evaluated using variance-based structural equation modelling. The study made a meaningful contribution to the extant body of knowledge regarding employee engagement. It offers valuable insight into the most salient contextual, organisational, job and individual antecedents of variance in employee engagement among public school teachers in the Western Cape Province, as well as the relational dynamics that exist among these antecedents. Based on the results of the study theoretical conclusions were made to guide future research with regard to employee engagement, and managerial implications were discussed to inform the development and implementation of human resource practices and interventions that may foster employee engagement among all public school teachers.