Die rol van die skoolhoof in die bevordering van outonome motivering van laerskool onderwysersS

MEd (Onderwysbestuur en Leierskap), North-West University, Potchefstroom CampusThe reason for this study is the increasing realisation that education in South Africa is undergoing a considerable crisis. This crisis is influenced, among other things, by teachers' low levels of motivation. Their levels of motivation are complicated and put under pressure by several factors. Thus, although there are negative external factors that affect teachers' motivation, there are also positive external factors that can play a conducive role around this. One of the external factors that could most likely play a role around promoting teachers' motivation is the principal's leadership. Even though the principal's role i s of an external nature, there are indications that he or she can promote the autonomous motivation of teachers. The self-determination theory (SDT) endorses this assumption and states that there are certain extrinsic motivations that can be internalized which, in turn, can lead to autonomous motivation that is sustainable. This research then focuses on the principal's role when it comes to promoting teachers' autonomous motivation. The exercise of controls and control are major foci of the education system in South Africa. This causes principals to try to apply leadership, which is associated with controlled motivation. There are indications that, if principals could promote the autonomous motivation of teachers, this should turn their careers into meaningful experiences. In this study, qualitative research was used from an interpretivist perspective to investigate the principal's role around the autonomous motivation of primary school teachers. Purposeful sampling was used to select the participants. Semi-structured interviews were used to collect data. Subsequently, the interviews were transcribed and data analysis performed by means of content analysis. The most important findings include the following: Findings regarding the nature of autonomous motivation and the factors that play a role in this kind of motivation. Autonomous motivation involves intrinsic motivation and internalized extrinsic motivation that move the individual to engage in activities of their choice. That extrinsic motivation can be internalized is imperative here. The role of the principal gives rise to an extrinsic factor that can promote internalization. The organismic integration theory is one of the six mini-theories of the SDT that focuses on extrinsic motivation and the way in which it can be internalized. The contextual support of teachers' need for autonomy, competence and relatedness is seen as an important factor that can promote teachers' motivation. Findings regarding the principals' perception of their role in the autonomous motivation of teachers. The present project established that principals see themselves in various roles around the autonomous motivation of teachers. In the first place, they hold the perception that they should act as ideal influencers, where they play the role of acting as an example and model of behaviour. This perception involves factors such as the creation of vision, structures, culture, values and the assignment of responsibilities and duties. It was found further that principals see themselves to be playing a significant role around intellectual stimulus for teachers. This role is seen to be that of creating opportunities for growth and development. A subsequent finding was that of the principal's role as caregiver. Principals have the perception that they must consider teachers individually by sincerely showing interest in them, caring for them and caring for them in a pastoral way. Finally, principals have been found to entertain the perception that they should act as inspiring encouragers for teachers. This view includes that principals want to foster a relationship among teachers by being enthusiastic about education and pursuing a common goal as well as giving recognition for teachers’ conduct. Findings regarding teachers' experience of the principal's role in their autonomous motivation. Teachers experience the role of the principal to be that of a leader at different levels which, combined, can be viewed as a factor that influences their autonomous motivation. The principal's expertise, ability to create structure, balance in leadership style, confidence in teachers, dedication, ability to act as a role model, professional conduct and promotion of teamwork are some of the leadership roles that emerged in the present project. Subsequently, it was found that teachers experienced the principal as a pastoral caregiver. The principal was seen as a leader who cared, who was genuinely interested and supported teachers on a spiritual level. Teachers also held that the principal had to be able to communicate effectively with them. Such communication was seen to be conducive to the autonomous motivation of teachers if the principle was accessible and if clear instructions and constructive feedback were given. A final experience of teachers centred on the principal's role as mentor. In this role, teachers experienced that the principal was a leader who created opportunities for them for development, trusting in their abilities, allowing them to make and execute their own choices and supported them to take their own initiatives. Findings regarding the formulation of guidelines for principals around their role of promoting teachers' autonomous motivation. In the first place, it was found that principals should lead as role models and examples. Another guideline is that principals should be involved in creating a vision for the school. Principals must provide structure, opportunities for teachers to develop, be genuinely interested in teachers and provide pastoral care. Principals must also give recognition for teachers’ efforts, be accessible to them and give them leeway to use their own initiative. Finally, principals can promote teachers' autonomous motivation by creating an environment within which they experience relatedness. In conclusion, recommendations were made to the Department of Basic Education, governing bodies of schools and principals around the promotion of autonomous motivation of teachers, as well as recommendations for further study.Master