Teachers satisfaction with the teaching professions act: applying discrepancy theory formation of satisfaction in Kitwe district.
| dc.contributor.author | Mofya, Aram | |
| dc.date.accessioned | 2023-12-14T08:02:16Z | |
| dc.date.available | 2023-12-14T08:02:16Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The purpose of this study was to test abductively based on verbal accounts among teachers the Discrepancy Theory Formation of Satisfaction regarding the provisions of professionalism as provided for in the Teaching Professional Act. This was a sequential mixed methods design. Two hundred two teachers were randomly sampled for the study. A short self-administered questionnaire and in-depth interviews were used to collect data. Quantitative data was analysed using SPSS package version 20 whereas qualitative data was analysed using Interpretive phenomenological Analysis. The Teaching Profession Act does specify rewards or gains when a teacher is registered. The study shows that majority of the respondents had no expectations from the provisions of the Act. While the Teaching Profession Act specifies the six types of sanctions as provided for in sections 10 and 14 of Part III of the Act, out of the six sanctions, teachers are expected to be sanctioned in four and are also not expected to be sanctioned in two domains. A review of the Teaching Profession Act showed that the Act does not address aspects of professionalism, being profession, and matters of professionalism. Teachers are professionals in that registration now follows teacher quality, one ought to have qualifications and later be licenced. There were more teachers n = 105 (51.9%) who were very satisfied and satisfied as compared with those n = 97 (48.1%) who were somewhat satisfied. The reasons for satisfaction and dissatisfaction were mainly of two types and these are related to the provisions of the Act and professional issues. From the assessment of the teachers’ expectations the levels of satisfaction, the expectations of service delivery by the Council and the conceptualisation of the term professionalism or professional show a discrepancy and are far from being. It is probably best in future studies to see the different positions about teacher professionalism and satisfaction at a national scale in this age as competing versions of teacher professionalism rather than seeing any one as fitting an essentialist definition of professionalism by a legal prescription which is rather fluid. It is recommended that the Council applies more effort to make its mandate more visible and understood by teachers’ especially professional roles. The Council should in the future show extra concern with day-to-day life in the schools especially professional matters relating with the working environment. Key words: Teacher, Satisfaction, Professions, Discrepancy Theory Formation of Satisfaction, Rewards, and Sanctions. | en |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8360 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zambia | en |
| dc.subject | Teachers- Professions | en |
| dc.subject | Discrepancy Theory Formation of Satisfaction | en |
| dc.subject | Rewards and Sanctions | en |
| dc.subject | Teachers | en |
| dc.subject | Teachers--Satisfaction | en |
| dc.title | Teachers satisfaction with the teaching professions act: applying discrepancy theory formation of satisfaction in Kitwe district. | |
| dc.type | Thesis | en |