Quality of teacher worklife and classroom practices in Botswana

Grounded in affect theory (Eckblad, 1981), this study investigated (1) the extent that Botswana junior secondary teachers' quality of worklife was related to their willingness to undertake innovative educational practices and (2) the extent that those teachers who differed in their perceived quality of worklife also differed in their classroom pedagogical practices. Results indicated that classroom practices differed significantly (for reasons other than subject area) among teachers who held different perceptions about the quality of their worklife. However, findings also suggest that interventions aimed at enhancing quality of worklife based on the premise that more satisfied teachers may be more receptive to change may be ill-conceived.