Role ambiguity, role conflict and work overload and their influence on job satisfaction of sports facilitators in public schools in the Vaal Triangle, South Africa

Abstract

For some educators who assume the dual role of teaching in the classroom and taking on a further role of sport facilitator within a school environment can become highly emotional. The potential for stress is high since they have to work with class sizes of 40 and more learners for long periods of time and at the same time perform other duties in terms of organising sport in public schools. This study examined the relationship between role ambiguity, role conflict, work overload and their influence on job satisfaction among educators who are sport facilitators at primary and secondary public schools in the Vaal Triangle. Data were collected from a sample of 128 sport facilitators by means of a structured questionnaire. Bivarate correlations and regression analysis were used to test the nature of the relationships between the measures of job stressors (role ambiguity, role conflict, work overload) and job satisfaction. Significant negative relationships were found between the measures of role ambiguity, role conflict, work overload and job satisfaction. High levels of role ambiguity, role conflict and work overload seem to be predictors of low levels of job satisfaction.