Predicting burnout and engagement in public secondary school teachers based on physical educational resources, positive organisational practices, psychological capital, work overload, and learner-to-teacher bullying

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dc.contributor.advisorBoonzaier, Michèleen_ZA
dc.contributor.authorPretorius, Annikaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.en_ZA
dc.date.accessioned2023-03-07T18:12:59Z
dc.date.accessioned2023-05-18T07:20:02Z
dc.date.available2023-03-07T18:12:59Z
dc.date.available2023-05-18T07:20:02Z
dc.date.issued2023-03
dc.descriptionThesis (MCom)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH SUMMARY: South African secondary school teachers, especially those in public secondary schools, face significant challenges in their work environment daily. A lack of the required job and social resources to do their work, as well as the bullying behaviour of learners, is leading to increasing strain that, in many cases, is resulting in employee burnout. For teachers to be able to create a positive learning environment amidst the challenges that they experience in the school environment, as well as to meet and overcome the problems in education, they must be resilient, motivated, vigorous and innovative, and show initiative. Research has demonstrated that teachers will only have the ability to display these qualities effectively if they are engaged in their work, their classes, and with their learners. The research-initiating question of this study thus was why there is variance in engagement and burnout among secondary school teachers in public secondary schools in South Africa. As such, the study aimed to examine the factors influencing perceived employee burnout and employee engagement among teachers within public secondary schools in South Africa. It did so by considering the relationships between job demands, job resources, personal resources, employee burnout, and employee engagement. This study empirically tested the proposed relationships between the constructs through structural equation modelling, and provided additional theoretical and empirical evidence that job demands, job resources (positive organisational practices), and personal resources (psychological capital) influence the level of employee burnout and employee engagement of teachers in secondary schools in South Africa. Substantive research hypotheses were formulated to establish if the arguments in the literature review are valid. To test the substantive hypotheses, an ex post facto correlation research design was utilised. Volunteer sampling was used to acquire the sample (secondary school teachers in public secondary schools in South Africa). The variables in the proposed structural model were measured through an online survey (sent via email) that contained the following measurements: the UWES-17; the CBI; the PPQ; the PCQ-24; the TTB; the physical educational resources questionnaire; and the JDRS. Biographical information was also obtained through the online survey. Twelve hypotheses were tested through item analysis and PLS-SEM. Of the twelve hypotheses, five were found to be statistically significant, while six of the non-significant paths were related to the moderating effects, and one was related to a main effect. The statistically significant hypotheses were hypotheses 1, 3, 4, 5, and 6. Based on the support found for the hypotheses, possible interventions were proposed. These interventions focus on assisting human resource managers and industrial psychologists in decreasing the levels of employee burnout and increasing employee engagement in public secondary schools in South Africa. Limitations and recommendations for future research are also provided.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Suid-Afrikaanse sekondere skoolonderwysers, veral die in publieke sekondere skole, staar daagliks beduidende uitdagings in hul werksomgewing in die gesig. 'n Gebrek aan die vereiste werk en sosiale hulpbronne om hul werk te doen, sowel as die boeliegedrag van leerders, lei tot toenemende spanning wat in baie gevalle lei tot die uitbranding van werknemers. Vir onderwysers om 'n positiewe leeromgewing te skep te midde van die uitdagings wat hulle in die skoolomgewing ervaar, asook om die probleme in die onderwys te ontmoet en te oorkom, moet hulle veerkragtig, gemotiveerd, lewenskragtig, en innoverend wees, en inisiatief toon. In ooreenstemming met navorsing wat gedoen is, sal onderwysers slegs die vermoe he om hierdie eienskappe effektief te vertoon as hulle betrokke is by hul werk, hul klasse en hul leerders. Die navorsingsinisieringsvraag van hierdie studie het dus gevra waarom daar variasie in die betrokkenheid en uitbranding onder sekondere skoolonderwysers in publieke sekondere skole in Suid-Afrika is. As sodanig het die studie ten doel gehad om die faktore te ondersoek wat waargenome werknemeruitbranding en werknemerbetrokkenheid onder onderwysers binne die publieke sekondere skole in Suid-Afrika beinvloed. Dit was gedoen deur die verband tussen werkseise, werkhulpbronne, persoonlike hulpbronne, werknemeruitbranding en werknemerbetrokkenheid in ag te neem. Hierdie studie het die voorgestelde verwantskappe tussen die konstrukte empiries getoets deur middel van strukturele vergelykingsmodellering. Hierdie studie het bykomende teoretiese en empiriese bewyse gelewer dat werkseise, werkhulpbronne (positiewe organisasiepraktyke) en persoonlike hulpbronne (sielkundige kapitaal) die vlak van werknemeruitbranding en werknemerbetrokkenheid van onderwysers binne publieke sekondere skole in Suid-Afrika beinvloed. Wesenlike navorsingshipoteses is geskep om vas te stel of die argumente in die literatuuroorsig geldig is. Om die substantiewe hipotese te toets, is 'n ex post facto korrelasie navorsingsontwerp gebruik. Vrywillige steekproefneming is gebruik om die steekproef te verkry (sekondere skoolonderwysers in publieke sekondere skole in Suid-Afrika). Die veranderlikes in die voorgestelde strukturele model is gemeet deur middel van 'n aanlyn opname (gestuur per e-pos) wat die volgende instrumente bevat het: die UWES-17; die CBI; die PPQ; die PCQ-24; die TTB; die Physical Educational Resources Questionnaire; en die JDRS. Biografiese inligting is ook verkry deur die aanlyn opname. Twaalf voorgestelde hipoteses is deur middel van itemanalise en PLS-SEM getoets. Uit die twaalf hipoteses is gevind dat vyf statisties beduidend is. Hiervan was ses van die nie-beduidende paaie verwant aan die modererende effekte, en een met 'n hoofeffek. Die statisties beduidende hipoteses het hipoteses 1, 3, 4, 5 en 6 ingesluit.af_ZA
dc.description.versionMasters
dc.format.extent145 pages : illustrations, includes annexures
dc.identifier.urihttp://hdl.handle.net/10019.1/127396
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subject.lcshHigh school teachers -- Job stressen_ZA
dc.subject.lcshBurn out (Psychology)en_ZA
dc.subject.lcshBullying in schools -- Job stressen_ZA
dc.subject.nameUCTD
dc.titlePredicting burnout and engagement in public secondary school teachers based on physical educational resources, positive organisational practices, psychological capital, work overload, and learner-to-teacher bullyingen_ZA
dc.typeThesisen_ZA
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