A framework for the promotion of healthy school environments to enhance the well-being of educators in public schools
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North-West University (South Africa).
Abstract
This study which focused on developing a framework for promotion of healthy school
environments to enhance the well-being of educators in public schools was conducted in the
Shamavunga Circuit in Mopani East District, Limpopo, South Africa. This study noted the
serious challenges facing rural public schools with regards to employment and retention of
qualified educators with good teaching records in South Africa. The well-being of educators can
be affected by unfavourable working conditions in such environments. As a result, this study
developed a theory-based framework for principals to create school environments that will
enhance the well-being of educators.
The paradigm that guided this study is emancipatory, it adopted a qualitative research design. A
participatory action research approach was used to identify aspects of the school environment
that have an impact on the well-being of educators. Photovoice, focus group interviews,
individual interviews and observations were used to gather data. The study was conducted in
one rural high school which was purposefully sampled. The sample comprised ten participants,
namely, two members of the SMT, two members of the school health committee, three
educators whose subjects have high learner enrollment, two members of the School Governing
Body and one department official who worked at the wellness section at the Mopani East
Education District.
The research findings revealed several factors that constrain or promote the well-being of
educators in the school environment. Educator well-being was found to be a multidimensional
construct that includes emotional, physical and cognitive well-being. A positive well-being was
associated with physical comfort, safety, thermal comfort, availability of water and resources
and attractive school surroundings, while a negative well-being pertained to unclean
surroundings, physical facilities that were poorly maintained and shortage of toilets. A
conclusion drawn from this exposition of lessons is that school principals can play a salient role
in promoting healthy school environments in order to address the issue of educator well-being in
schools.
This study recommends a theory-based framework for principals to promote healthy
environments for a better educator well-being. This framework is empirically derived as the
constructs employed in developing it were from the findings of the research conducted. Four
principles of Senge’s theory of learning organisations, namely, vision building and sharing,
systems thinking, team learning and mental models were used as driving force for principals to
promote healthy environments.
Description
PhD (Education Management), North-West University, Vanderbijlpark Campus