Werkverwante faktore wat die sosiaal-emosionele welstand van Grondslagfase onderwysers in die Modimolle-distrik beïnvloed

Abstract

Education in South Africa is going through a tough time with many challenges. Socio-economic inequity, lack of skills and financial obstacles are a few of the challenges that teachers have to resist on a daily basis. The current demands in the field of education in South Africa increasingly affect teachers’ socio-emotional health. The basis of successful learning takes place in the Foundation Phase. Job-related factors affect Foundation Phase teachers’ socio-emotional wellbeing. This study focuses on the effect of jobrelated factors on Foundation Phase teachers in the Modimolle District and how these factors affect these teachers’ socio-emotional wellbeing. The aims of this study were: 1. to investigate the nature of the socio-emotional wellbeing of Foundation Phase teachers in the Modimolle District; and 2. to determine the effects of job-related factors on the socio-emotional wellbeing of Foundation Phase teachers. Qualitative research with an interpretivist paradigm has been used in this phenomenological study to achieve the research objectives. The participants represent the diversity in South Africa: three diverse primary schools in the Modimolle District participated, namely a parallel-medium school, a dual-medium school and a multicultural school in an informal settlement. Twelve Foundation Phase teachers, representative of grade R, 1, 2 and 3, and three Foundation Phase heads of department participated in the empirical data collection process. Participants were approached, in consultation with various principals, to participate voluntarily and gave written consent to participate in this research study. Data were collected at the schools by means of semi-structured individual interviews, open-ended questionnaires and observations. Transcriptions and other data determined the nature of the socioemotional wellbeing of the teachers and 11 themes were identified that indicate what job-related factors affect the socio-emotional wellbeing of Foundation Phase teachers in the Modimolle District