The effect of employee rewards on staff morale in Western Cape public TVET colleges

Abstract

The purpose of this study was to investigate the impact of intrinsic and extrinsic rewards on the job satisfaction and morale of educators in Western Cape Public Technical Vocational Education and Training (TVET) institutions. The study endeavoured to determine factors that contributed to public TVET educators’ dissatisfaction with intrinsic and extrinsic rewards offered by public TVET institutions in the Western Cape. In addition, the study investigated the job satisfaction of public TVET educators as well as the resultant morale, attrition and absenteeism brought about by educators’ dissatisfaction with rewards offered. The study was also expected to present findings and make recommendations to public TVET institutions and the Department Higher Education and Training (DHET). Recommendations were supposed to be made to bring about an improvement in the job satisfaction and morale of public TVET educators in the Western Cape. A stratified purposive sampling procedure was utilised in drawing up the sample from some population of 1535 educators in the Western in 2013. The Research Advisors (2006) and Krejcie and Morgan (1970) Sample Size Tables were utilised. However, out of 308 JDI questionnaires that were initially distributed 265 were returned duly completed. The two hundred and sixty-five JDI questionnaires were processed using SPSS Version 23. As suggested by statistical analysis, the overall conclusion drawn from the research was that extrinsic and intrinsic rewards significantly predicted the job satisfaction and morale of educators in a sample of 308 derived from some population of 1535 educators in Western Cape public TVET institutions. This study revealed that extrinsic and intrinsic rewards had a significant influence or impact on the job satisfaction and morale of public TVET educators in the Western Cape. It was discovered that beside extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself were important in the job satisfaction and morale of educators. Beside the above it was also discovered that supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were instrumental in enhancing the job satisfaction and morale of educators. Beside the above mentioned, it was discovered that learners’ grades after assessments also played a major role in the motivation of public TVET educators. It was confirmed that extrinsic and intrinsic rewards complimented each other in fostering and enhancing the job satisfaction and morale of public TVET educators in the Western Cape. The results of this study showed that job satisfaction among public TVET educators in the Western Cape could be explained by the type of rewards (extrinsic and intrinsic) offered by public TVET institutions as previously indicated. In other studies, mentioned in this study it was confirmed that beside extrinsic rewards, intrinsic rewards such as the job itself and the educational institution enhanced the educator’s job satisfaction and morale. When an employer fulfils the educator’s intrinsic and extrinsic reward expectations, an educator’s affective commitment, job satisfaction and morale is enhanced.