THE INFLUENCE OF THE PROGRESSION POLICY ON EDUCATORS’ JOB SATISFACTION
THE INFLUENCE OF THE PROGRESSION POLICY ON EDUCATORS’ JOB SATISFACTION

Summary/Abstract: The aim of this article is to delve into the rationale driving the advancement of learners and emphasise the significance of implementing the Progression Policy (PP) in schools in South Africa. Additionally, it seeks to examine educators' perspectives and experiences regarding the PP, explore potential measures to support educators in effectively implementing this policy through instructional activities, and investigate the effect of the PP on educators' job satisfaction in secondary schools. Drawing upon Vroom's expectancy theory, this study employs an explanatory research approach to gain a comprehensive understanding of how the PP influences educators' job satisfaction. Purposeful and convenient sampling were utilised to gather responses from 32 secondary school educators through questionnaires. The findings reveal that the implementation of the PP has a discernible effect on educators' job satisfaction, with data indicating a notable decrease in satisfaction post-implementation compared to pre-implementation.

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