Mainstream Teachers' Lived Experiences of Adolescents with Behavioural Difficulties: An Exploratory Study

Autor/inn/en	Masedi, Puleng A.; Pila-Nemutandani, Refilwe G.; Kolobe, Patricia S.; Tsabedze, Wandile F.
Titel	Mainstream Teachers' Lived Experiences of Adolescents with Behavioural Difficulties: An Exploratory Study
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2108 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Masedi, Puleng A.) ORCID (Pila-Nemutandani, Refilwe G.) ORCID (Kolobe, Patricia S.) ORCID (Tsabedze, Wandile F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Student Behavior; Behavior Problems; Adolescents; Coping; Well Being; Mental Health; Teaching Conditions; Depression (Psychology); Teacher Attitudes; Teacher Burnout; Job Performance; Teacher Motivation; Foreign Countries; Secondary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Work performance; Arbeitsleistung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Globally, mainstream teachers have been experiencing intense challenges of behavioural difficulties by learners in schools. For decades, scholars have intensified the relational impact of behaviour with regard to academic progression. However, there is limited knowledge on the experiences and coping strategies of teachers regarding these challenges. Using an exploratory research approach in the study reported on here, we focused on the lived experiences (psychological well-being and coping strategies) of teachers of adolescents with behavioural difficulties. A phenomenological research design and qualitative approach to enquiry were used to conduct the study. Purposive and stratified sampling techniques were used to select 8 participants (3 female and 5 male teachers) for the study. Qualitative data were analysed thematically, and 2 major themes emerged: poor psychological well-being and inadequate coping strategies of teachers. Depressive symptoms reported by participants included the following: anhedonia, burnout, reduced job performance, and demotivation. These challenges primarily lead to negative mood regulation and maladaptive coping, such as displacement -- a defence mechanism. Behavioural difficulties experienced by adolescents have a profound impact of intense stress and negative emotions, leading to poor psychological well-being of teachers. Thus, there is a need for the Department of Education to create structures, guidelines and support systems for schools on behavioural difficulties for the well-being of teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01