Potential Attrition in Education pot

Potential Attrition in Education The impact of job satisfaction, morale, workload and HIV/AIDS Elsje Hall MA, with Miriam Altman PhD, Nkululeko Nkomo BA, Karl Peltzer PhD and Khangelani Zuma PhD FACTORS DETERMINING EDUCATOR SUPPLY AND DEMAND IN SOUTH AFRICAN PUBLIC SCHOOLS Report presented to the Education Labour Relations Council EDUCATION LABOUR RELATIONS COUNCIL Report prepared by a research consortium comprising the Human Sciences Research Council and the Medical Research Council of South Africa HUMAN SCIENCES RESEARCH COUNCIL Free download from www.hsrc p ress.ac.za Prepared for the Education Labour Relations Council by a research consortium comprising the Social Aspects of HIV/AIDS and Health Research Programme of the Human Sciences Research Council and the Medical Research Council Published by HSRC Press Private Bag X9182, Cape Town, 8000, South Africa www.hsrcpress.ac.za © 2005 Education Labour Relations Council First published 2005 All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the Education Labour Relations Council. ISBN 0-7969-2110-5 Copy editing by Vaun Cornell Typeset by Christabel Hardacre Cover design by Jenny Young Print management by comPress Distributed in Africa by Blue Weaver Marketing and Distribution PO Box 30370, Tokai, Cape Town, 7966, South Africa Tel: +27 +21 701-4477 Fax: +27 +21 701-7302 email: orders@blueweaver.co.za Distributed worldwide, except Africa, by Independent Publishers Group 814 North Franklin Street, Chicago, IL 60610, USA www.ipgbook.com To order, call toll-free: 1-800-888-4741 All other enquiries, Tel: +1 +312-337-0747 Fax: +1 +312-337-5985 email: Frontdesk@ipgbook.com Free download from www.hsrc p ress.ac.za List of tables iv Abbreviations v 1. Introduction 1 1.1 Background 1 1.2 Objective of the study 5 1.3 Methodology 5 1.4 Presentation of results 6 2. Factors that attract educators away from education 7 3. Factors in the work environment that encourage educators to leave 13 3.1 Remuneration 13 3.2 Workload stress 14 3.3 Other factors contributing to job satisfaction 15 4. HIV/AIDS and educators who are considering leaving 23 5. Summary and discussion 25 6. Recommendations 29 References 31 Contents Free download from www.hsrc p ress.ac.za Table 2.1 Factors that attract educators to alternative employment options 7 Table 2.2 Profile of SA educators who considered leaving, by province 8 Table 2.3 Profile of SA educators who considered leaving, by type of institution, location of school and position 9 Table 2.4 Profile of SA educators who considered leaving, by sex, race and highest qualification 10 Table 2.5 Profile of SA educators who considered leaving, by age and years of teaching experience 11 Table 3.1 Educators who believe their salary is inadequate 13 Table 3.2 Educators who believe their salary is inadequate, by province 13 Table 3.3 Changes to workload in past three years 15 Table 3.4 Reasons for increased workload over the past three years 16 Table 3.5 Contributors to job satisfaction or dissatisfaction 17 Table 3.6 Significant contributors to job dissatisfaction 19 Table 3.7 Contributors to job stress 20 Table 3.8 Significant factors contributing to job stress 21 Table 3.9 Impact of morale at work on consideration to leave 22 Table 4.1 HIV/AIDS and morale 24 iv List of tables Free download from www.hsrc p ress.ac.za CI Confidence interval DoE Department of Education HSRC Human Sciences Research Council Naptosa National Professional Teachers’ Organisation of South Africa OBE Outcomes-based education PERSAL Personnel Salary System PLWA People living with HIV/AIDS SAS Statistical Analysis System SPSS Statistical Package for Social Scientists v Abbreviations Free download from www.hsrc p ress.ac.za vi Potential attrition in education Free download from www.hsrc p ress.ac.za Any analysis of teacher attrition must consider possible workplace and labour market considerations. For example, possible dissatisfaction with the workplace can be an important inducement to teachers to seek alternative opportunities. The more that teachers believe there are other alternative opportunities, the less willing they might be to address workplace frustrations. The overall aim of this study, which consists of various components, is to gain insight into the factors that determine the supply of and demand for educators based in public schools. This particular component of the study focuses on educator attrition 1 and the role played by job satisfaction, morale, workload and HIV/AIDS in attrition, by reporting on results obtained during a national survey of South African educators conducted in 2004. A literature review provides the background to the report and this is followed by a brief overview of the survey methodology. The responses of educators who considered leaving their jobs are compared to the responses of those who preferred to stay. The report ends with conclusions and recommendations. 1.1 Background to the study In a study on educator supply and demand, Crouch and Perry (2003: 496) identified a ‘looming’ shortage in the teaching profession in South Africa, which they attribute to factors such as the impacts of HIV/AIDS, a rushed administrative planning process to control educator training capacity in the 1990s, and the lack of interest in the profession among young people. They estimate that approximately 20 000 educators may have to be replaced annually from 2006. While there are teachers who have left the profession that might be available should there be an immediate shortage, low levels of job satisfaction might impact on the supply of educators. Anecdotal media reports suggest that there are low levels of job satisfaction and morale amongst educators (Sowetan 14/09/04; Saturday Star 11/09/04; Cape Argus 09/09/04), associated with low salaries, lack of recognition of experience, lack of training and resources, and increased bureaucracy in the Department of Education (DoE). This study will explore some of these factors to identify how they affect teachers’ desire to leave the profession. It appears that young teachers are already leaving the profession in large numbers, which raises concerns about the quality of education in the future (Pretoria News 19/11/04). A person’s experience of their situation and desire for change is very much related to their perception of alternatives – the greater their sense of a better option, whether less frustrating or higher paying, the less willing they may be to address workplace frustrations. In this study we will explore the extent to which teachers’ desire to leave may be linked to the availability of alternative opportunities – for example, if they are located in rural or urban areas. HIV/AIDS-related attrition in other sectors, for example other government departments, might also open up new opportunities for educators wanting to leave the profession. 1 1. Introduction 1 The term ‘attrition’ pertains to people leaving employment, while ‘turnover’ refers to loss and replacement of employees. Both terms are used as they appear in the literature referred to, and indicate job leavers. The term ‘attrition’ will also be used to refer to teachers who voluntarily want to leave the education profession. Free download from www.hsrc p ress.ac.za A brief overview of the literature on the link between attrition and job satisfaction, HIV/AIDS and morale follows. 1.1.1 Alternative opportunities The decision to leave one’s job is usually preceded by a ‘withdrawal decision process’ (Mobley 1977: 237). This process includes several intermediary steps, such as evaluation of the existing job, evaluation of expected usefulness of searching for job alternatives, costs of leaving, as well as evaluating job alternatives in comparison to one’s current job. The outcome of the process may not necessarily be resignation. On the basis of factors such as the chances of finding job alternatives (knowledge about, as well as availability of, other opportunities) and the benefits and costs involved, an employee may decide to reduce thinking about leaving and/or embark on less extreme withdrawal options such as absenteeism or ‘passive job behaviour’ (Mobley 1977: 238). Mano-Negrin and Kirschenbaum (1999) state that turnover is affected by a combination of push and pull factors, although it seems that the outcome of this ‘conflict’ depends on the number and value of alternative job opportunities (Hui 1988 and Mueller & Price 1990, cited in Mano-Negrin & Kirschenbaum 1999). 1.1.2 Job satisfaction and attrition Steyn and Van Wyk (1999) define job satisfaction as the feeling of pleasure that arises from an individual’s impressions of his or her job. Luthans (1989) describes job satisfaction as an emotional response that can only be inferred and that is ascertained by how well the expectations of an employee are met in the workplace. According to Moorhead and Griffen (1989), job satisfaction comprises several attitudes associated with the job situation, such as salary, career development, the nature of a job, policies and procedures of the organisation, and working conditions. Group factors, such as relationship with colleagues and management, as well as personal factors relating to individual needs and aspirations, can also influence job satisfaction. Job stress caused by factors in the workplace such as task, role and interpersonal demands (Moorhead & Griffen 1989) may impact on job satisfaction. Job demands, such as lack of job security, work overload and demands resulting from either role ambiguity or conflict, may impact on employees’ performance, attitudes and behaviour, and lead to withdrawal. This in turn may negatively affect the job satisfaction, morale and commitment of stressed employees. When the workload of educators is discussed, reference is often made to ‘favourable working hours’, as well as the benefit of school holidays. However, as letters from educators to the media reveal (Cape Times 07/09/04; Star 17/09/04), in addition to tutoring educators have to be available after hours and over weekends for extramural activities such as sport, parents’ evenings, school functions and training sessions, and spend time at home on preparation, marking and paperwork. There are a number of factors that are associated with job satisfaction in an educator’s work. In the case of older educators, the opportunity to work with younger colleagues and contribute to their development enhances job satisfaction. Other indicators of job 2 Potential attrition in education Free download from www.hsrc p ress.ac.za satisfaction in general include passion for a particular subject area, autonomy and self- development, as well as collegiality (Brunetti 2001; Scott, Stone & Dinham 2001). In the Eastern Cape, secondary school teachers cited the following factors as contributing to job satisfaction: working with co-operative, motivated and confident pupils; benefits such as holidays; and collaboration, respect and support from learners, parents and colleagues (Mwamwenda 1995). Du Toit (1994) found that, among black female teachers, relationships with learners and colleagues and matters relating to tutoring contribute to job satisfaction. Schulze and Steyn (2003) found that male and female teachers were motivated by the same factors, although there appear to be differences in motivation on the basis of age and years of work experience. External factors, such as the socio-economic and political environment, impact on the educator profession and conditions in the classroom (Billingsley 1993; MacDonald 1999; Scott et al. 2001). These factors can also affect the level of job satisfaction among teachers. Studies on job satisfaction and attrition have found that the demands of the education system and society, among other factors, have led to reduced levels of satisfaction amongst educators (Benham Tye & O’Brien 2002; Billingsley, 1993; Brownell, Smith, McNellis & Miller 1997; MacDonald 1999; Scott et al. 2001). Some South African studies (Mwamwenda 1995; Steyn & Van Wyk 1999) have cited poor working conditions – for example, heavy workload, dilapidated facilities, inadequate supply of resources and lack of job security – as other influences on job satisfaction levels. Moreover, socio- economic factors can impact greatly on the attention, ability and discipline of students. Low levels of job satisfaction contribute to attrition. In his book on the causes and consequences of employee turnover, Mobley (1982) established that components of job satisfaction – such as satisfaction with workload, pay, promotion, colleagues, supervisor and working conditions – correlated moderately with turnover. Mor Barak, Nissly and Levin (2001) found a lack of organisational and professional commitment, burnout, and job dissatisfaction to be good predictors of the intention to leave, whilst the strongest predictors of actual turnover were intention to leave, the availability of employment alternatives, job satisfaction and burnout. In a study of 80 teachers attending a master’s class at the University of Durban Westville, Ramrathan (2002) identified professional stress, the restructuring of education in South Africa, and an increase in workload as reasons that appear to have spurred some educators to leave the profession. 1.1.3 Morale and attrition The literature shows that a relationship exists between morale and attrition. Lawless (1979) indicates that the internal cohesiveness that is present in a group of workers with high morale increases job satisfaction and reduces absenteeism and turnover, while low morale impacts on employee performance, thus contributing to attrition. Attrition itself may be responsible for lowering the morale of employees who remain in an organisation. Low morale may be a result of the effects of attrition – such as the disruption of performance and social and communication patterns – and may lead to more attrition. 3 Introduction Free download from www.hsrc p ress.ac.za Morale is a vague concept and the term itself is often used without being properly defined. It is usually associated with job satisfaction or the lack of it. Webster 2 defines morale as the ‘mental and emotional attitudes of an individual to the function or tasks expected of him’, as well as ‘a sense of common purpose with respect to a group’. Lawless states that the high-morale group is held together by internal cohesiveness: ‘Goodwill, cohesiveness and adaptability to its changes are marks of morale’ (1979: 305). Being part of such a group provides the individual with a wide range of support as well as some sense of consolation or protection against frustration or harsh conditions in the workplace. In a study on educator morale, good collegial relationships (64% of the sample) and good relationships with senior management (64% of the sample) were seen as sources of high to very high morale by a representative sample of members of the National Professional Teachers’ Organisation of South Africa (Naptosa) (Hayward 2002). The level of morale impacts on other functions in the organisation. For example, in his research on human competence, Hall found that the symptoms of poor morale often affect productivity and efficiency in organisations: ‘Absenteeism, labor grievances, waste, pilferage, and poor quality – all signs of unrest and low morale – certainly affect how well people do what needs to be done’ (1988: 201). In turn, lower job performance can contribute to attrition. Wright and Cropanzano examined the relationship of emotional exhaustion to job performance and voluntary turnover. They established a positive relationship between emotional exhaustion and subsequent voluntary turnover and found that, ‘Emotionally exhausted employees exhibit diminished job performance and eventually quit their job’ (1998: 492). Finally, existing research reveals that a decline in employee morale because of the effects of attrition on the attitudes and behaviour of remaining staff may result in additional turnover (Mobley 1982). Turnover itself may stimulate more turnover because of the ‘enduring effects of social networks and negative effects on the workers who remain’ (Moore & Burke 2002: 75), as well as by making employees aware of possible job opportunities elsewhere (Staw 1980, cited in Mobley 1982). 1.1.4 HIV/AIDS and attrition Besides the usual attrition that occurs in any organisation, HIV/AIDS might lead to additional attrition among educators because morbidity and mortality contribute to stressful working conditions. This in turn creates more workplace stress if the workload is intensified as a result. Because of matches between the profiles of people living with HIV/AIDS (PLWA) and those of South African educators – both being mostly African, female and of younger age (an average age of 32) – South African educators are seen as a high-risk group 3 in terms of HIV/AIDS (Vass 2003). In other words, because of the high concentration of Africans, women, and younger people in education, the occupation might be more affected by HIV/AIDS than other occupations. Stressful working conditions might also contribute to attrition. For instance, in a study on the impact of HIV/AIDS on the health sector, 16.2% of nurses indicated that they would 4 Potential attrition in education 2 Merriam-Webster Online Dictionary available at http://www.m-w.com. 3 Assuming that the prevalence of HIV/AIDS among teachers – given their demographic profile – is no different from that of the general population. Free download from www.hsrc p ress.ac.za [...]... HIV/AIDS, it affected more of the potential leavers than non -potential leavers 25 Potential attrition in education A relationship between low morale and considered attrition was established Similar to findings in previous studies (Lawless 1979; Wright & Cropanzano 1998), this study found that educators who considered leaving were more pessimistic than non -potential leavers in their impressions of morale... actual attrition and the factors and processes that lead to attrition Finally, this study does not predict attrition in education, although the focus is on educators who were considering leaving education In view of media publicity on dissatisfaction in education and the emotions that these reports have elicited, the study has aimed to increase understanding of some of the factors relating to attrition in. .. the potential leavers and the non -potential leavers – expressed similar views, although the items were less pronounced among those who considered leaving For instance, fewer potential leavers (79%) than non -potential leavers (91%) supported the idea that educators were united in their dedication to teaching Significantly fewer of the potential leavers felt that learners behaved well Only 24% of potential. .. should be recognised through ongoing appraisal and rewards Innovative thinking is needed on criteria for evaluating excellence and determining the nature of rewards 29 Potential attrition in education 6.4 Job security Appointments and transfers to areas and schools without choice could increase attrition and impact on work performance MacDonald (1999) found that matching the school and the biographical,... educators in general Interestingly, the results show that only 16% of educators related higher workload to absenteeism among colleagues Table 3.4 compares the reasons for an increase in workload among educators who considered leaving (potential leavers) and those who wanted to remain in their profession (non -potential leavers) There is clearly concern among all teachers about increasing workload being caused... prohibited them from leaving the classroom The cost of quitting may be too high, therefore, for these educators to leave However, 12% of the potential leavers felt that they were not prevented from leaving their 7 Potential attrition in education profession because of limited job opportunities elsewhere This group of educators would be most likely to continue to think about leaving and engage in searches for... attrition in education by means of a national study of South African educators teaching at public schools Attrition has been measured based on PERSAL and is addressed in the companion report titled ‘Educator Attrition and Mortality in South Africa’ (Mobile Task Team 2005) 27 Free download from www.hsrcpress.ac.za Potential attrition in education 28 6 Recommendations In order to retain educators in the classroom... discussed by first looking at the factor analysis, before the outcome on the items contained in every factor is explained 15 Potential attrition in education Table 3.4: Reasons for increased workload over the past three years Consider leaving? Agree (yes/no) % 95% CI An increase in the number of learners/students per class Yes 72.4 (70.8, 74.0) No 75.6 (74.1, 77.1) Learners’ limited understanding of the language... to retain teachers and reduce attrition Although this may lead to a maldistribution of skills, the offering of incentives rather than compulsory appointments should be more effective in recruiting teachers to teach in unpopular areas and schools 6.5 Upgrading and broadening of existing skills base Free download from www.hsrcpress.ac.za To mitigate the effect of attrition and sustain quality educational... not plan to leave 13 Potential attrition in education 3.2 Workload stress The following section deals with workload and its relationship to attrition In this section we report on the percentage of educators who have experienced an increase in workload in the last three years, and provide reasons for this increased workload Respondents were asked to comment on workload changes in the past three years, . classroom. Of the 60% of potential leavers for whom teaching was initially the best career option, 20% changed their opinions after three years in education. 12 Potential attrition in education Free. working conditions might also contribute to attrition. For instance, in a study on the impact of HIV/AIDS on the health sector, 16.2% of nurses indicated that they would 4 Potential attrition in. opportunities in rural areas could limit thoughts of leaving their profession for educators in rural areas. 8 Potential attrition in education Table 2.2: Profile of SA educators who considered leaving,