Browsing by Author "Dlaza, Zikhona"

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    A decent work-needs-professional development model: A case of rural teachers at Raymond Mhlaba Local Municipality in the Eastern Cape Province of South Africa
    (University of Fort Hare, 2024-11) Dlaza, Zikhona; Chinyamurindi, W; Chudzikowski, K
    This study aims to test a decent work, needs-professional development model of rural teachers to determine the effect of decent work on teacher professional development. Specifically, the study explores the role of need satisfaction (i.e., survival, social contribution, and self-determination) in the relationship between decent work and rural teacher’s professional development. Rural teachers face distinct challenges that are unique to their environment. These challenges stem from several sources linked to impoverishment, lack of resources, isolation, and overcrowded classrooms. Subsequently, this determines the degree to which teachers participate in professional development activities that impact the provision of quality education. Therefore, this study seeks to understand how improving work conditions (decent work) can influence teachers' professional growth in these settings. Data was collected through a self-administered questionnaire from a sample of 330 rural teachers in Raymond Mhlaba Municipality, located in the Eastern Cape Province of South Africa. The study analysed the data using structural equation modelling (SEM). The results of the SEM indicated that decent work has a positive but non-significant effect on teacher professional development. Moreover, decent work positively and significantly predicted the needs satisfaction of rural teachers. Survival need satisfaction mediated the effect of decent work on rural teachers' professional development, while social contribution and self-determination need satisfaction had no significant mediating effect. The findings of this study suggest that the more the rural teachers perceive their work as decent and feel that their survival needs are fulfilled, the more they participate in teacher professional development activities. Furthermore, the study extends the literature on the antecedents of teacher professional development, and the results can offer some implications. Specifically, it can guide policymakers in developing targeted interventions to address the specific challenges that rural teachers face and impact their access to professional development programmes. Practitioners and educational stakeholders can use the study’s findings to advocate for the work conditions that fulfil the needs of rural teachers as a strategy to enhance teaching practices and career development prospects. In the epilogue, this study is critical because it highlights the importance of addressing decent work conditions that fulfil the needs of rural teachers as a strategy to enhance their professional development.