scholarly journals Adult Literacy Facilitators’ Job Satisfaction in Nigeria and South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 325-345
Author(s):  
Sunday Itasanmi ◽  
Morakinyo Akintolu ◽  
Mathew T. Oni
Keyword(s):  
South Africa ◽  
Job Satisfaction ◽  
Adult Literacy ◽  
Working Environment ◽  
Satisfaction Level ◽  
Test Results ◽  
School Teachers ◽  
Primary School Teachers ◽  
Kwazulu Natal ◽  
Structured Questionnaire

This study reported a survey conducted to assess the job satisfaction level among adult literacy facilitators in Nigeria and South Africa. The study adopted a quantitative approach and data was collected from eighty-six (86) adult literacy facilitators (Nigeria-50 and South Africa-36) randomly selected from Oyo State, Nigeria and King Cetshwayo District, KwaZulu-Natal province, South Africa. A structured questionnaire validated by experts and pilot-tested among primary School teachers serves as the research instrument. Data collected from the study were analysed using frequency count, simple percentages, mean, multiple regression analysis and T-test. Results revealed that adult literacy facilitators' job satisfaction level in the two countries is on average. Provision of a positive working environment in terms of improvement in the infrastructural facilities in the literacy centre was ranked first amongst others as ways to improve the job satisfaction of literacy facilitators. There was, however, no statistical difference in job satisfaction among literacy facilitators in Nigeria and South Africa. Therefore, it was concluded that conscious effort must be made at mapping out strategies to improve literacy facilitators’ job satisfaction to enhance adult literacy delivery in the two countries.  

scholarly journals EVALUATION OF SATISFACTION LEVEL AMONG EMPLOYEES OF HAYDOM INSTITUTE OF HEALTH SCIENCES (HIHS)

2021 ◽  
pp. 48-57
Author(s):  
Crescent D. Ombay ◽  
Mary M. Akonaay ◽  
Fanuel M. Axwesso ◽  
Bartholomayo P. Madangi
Keyword(s):  
Job Satisfaction ◽  
Working Environment ◽  
Satisfaction Level ◽  
Survey Team ◽  
Level Of Satisfaction ◽  
Professional Employees ◽  
High Level ◽  
Large Survey ◽  
Operational Modes ◽  
Structured Questionnaire

This mini survey is aiming at collecting communal idea and feeling of employees towards their institute and operational modes of different modalities. Through the result from this survey, the management may make conform of the issues suggested by participants basing on the institute existing situation. The survey contemplated on the evaluating level of employees’ job satisfaction. All professional employees were invited to participate in the survey and the data was conveniently collected from 22 participants through structured questionnaire (Likert scale). The main areas addressed in the survey were employee job recognition, employee work environment, salary and wages, employee supervision at work. The results from the survey indicate that majority(86%) of the employees are satisfied with the manner they are recognized by the institute management. Most of the employees were satisfied with working environment. However, majority (82%) were dissatisfied with amount of salary and wages paid for their work. The survey team recommends the institute management to maintain admirable those areas with high level of satisfaction and take action for those areas with low satisfaction. However, large survey may be needed to observe other areas of satisfaction and dissatisfaction. KEY WORDS: Employees Job Satisfaction Level

scholarly journals MEASURING DIFFERENCES IN THE JOB SATISFACTION OF SCHOOL TEACHERS WORKING IN GOVERNMENT AND PRIVATE SECTOR SCHOOLS IN THE RURAL AREA OF RAJASTHAN

2017 ◽  
Vol 2 (4) ◽  
pp. 38-45
Author(s):  
Anil K. Bhatt ◽  
Rajendra Menaria
Keyword(s):  
Job Satisfaction ◽  
Private Sector ◽  
Rural Area ◽  
Working Environment ◽  
Motivational Factor ◽  
School Teachers ◽  
Primary School Teachers ◽  
Desire Satisfaction ◽  
Government Sector ◽  
The Government

Satisfaction refers to the level of fulfillment of one’s needs, wants and desire. Satisfaction depends basically upon what an individual wants from the world, and what he gets. It is a measure of how happy workers are with their job and working environment. The purpose of this quantitative study was to investigate the differences in the perception of School teachers working in the government and private sector schools for their job satisfaction. The sample of 300 primary school teachers were taken out of which 133 were working in private and 167 were working in government sector in the rural area of Rajasthan. The results show there is asignificant difference for both hygiene and motivational factor for job satisfaction from their current job. Using the independent sample t test with 300 School teachers differences were identified with a sample from various schools.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

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