A collaborative approach to enhance resilience in teachers in full-service schools

Abstract

Full-service schools (FSS) are erstwhile ordinary public schools developed as part of the inclusive education model for South Africa. These schools are equipped to admit and cater to the learning needs of learners at risk of achieving poor academic outcomes. The EWP6 highlighted the importance of FSS as a tool for learner and teacher support. However, the functioning of FSS has been challenging for teachers due to a constellation of factors, such as limited facilities, lack of resources at schools, insufficient teacher training, larger class sizes, negative public perceptions towards teachers, as well as lack of training and support for teachers in FSS. These factors disable teachers from coping resiliently. Therefore, the resilience of teachers in FSS was explored so that interventions can be designed to enhance it. The purpose of this qualitative study was to enhance the resilience of teachers in full-service schools. A participatory action research (PAR) design and a transformative paradigm guided this study. This study comprises of a sample of eight (8) teachers as co-researchers. Thematic analysis was used to analyse data. The study highlighted how working with a collaborative team of teachers can enhance the resilience of teachers in full-service schools. The findings of the study pointed out teacher training, comprising attending the CPTDs and being a member of PLCs, as being crucial in enhancing resilience. In addition, teacher support, which the support by all the support structures in support services provision (School Management Teams, School-Based Support Teams, District-Based Support Teams), also plays a role in enhancing teacher resilience at FSS. Furthermore, factors that enhance teacher resilience, such as upholding a positive mindset, using inclusive teaching practices and collaborating with others, were identified. It is recommended that further research be conducted to investigate how the SMTs, SBSTs and DBSTs from different types of schools might collaborate to enhance teacher resilience. Other studies could investigate how the effective role of SMTs, SBSTs and DBSTs from different types of schools might collaborate to enhance teacher resilience. Other studies can also look at investigating the role of other entities at the district level that should support SBSTs and teachers at special and full-service schools to reduce barriers to learning. Finally, a research study could be conducted to explore ways to reduce teachers' workload at full-service schools to reduce burnout and promote resilience.