Abstract:
Despite numerous studies into inclusive education in schools, little is known about how
school management teams motivate and support teachers who teach in inclusive private
schools in Johannesburg, South African. How the School Management Teams motivate
teachers who teach learners whose behaviour and or educational needs differ from the
norm, is explored in this case study. Two private primary schools were involved in the
research. The two schools consist of learners from; diverse family, cultural, racial and
religious backgrounds, varied socio-economic backgrounds with different academic
abilities and needs. The case study generated data through semi-structured interviews
with 10 participants which consisted of both School Management Teams and teachers.
The main research question focuses on what is being done to support and motivate
teachers who work with children who have varying and at times challenging needs in one
classroom. This is further explored through research into what intervention strategies are
being used at the case study sites. The data generated links to motivational strategies
and is discussed in relation to two specific avenues of motivation based on Herzberg's
Motivation theory. The factors explored are those that influence teacher motivation and
those that are necessary for job satisfaction. The study discusses possibilities for further
research with practical recommendations that may be implemented at other schools to
help the teachers and effectively promote teacher motivation and efficiency.
