Challenges Faced by Teachers Living with HIV

Autor/inn/en	Moyo, Zvisinei; Perumal, Juliet
Titel	Challenges Faced by Teachers Living with HIV
Quelle	In: South African Journal of Education, 39 (2019) 1, Artikel 1490 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moyo, Zvisinei) ORCID (Perumal, Juliet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teacher Attitudes; Acquired Immunodeficiency Syndrome (AIDS); Social Bias; Correlation; Ethics; Content Analysis; Social Isolation; Professional Isolation; Stress Variables; Depression (Psychology); Foreign Countries; Health Services; Social Support Groups; Work Environment; Teacher Effectiveness; Fatigue (Biology); Transformational Leadership; Social Discrimination; Trust (Psychology); Teacher Administrator Relationship; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Korrelation; Ethik; Inhaltsanalyse; Soziale Isolation; Ausland; Health service; Gesundheitsdienst; Gesundheitswesen; Social support; Soziale Unterstützung; Arbeitsmilieu; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fatigue; Ermüdung; Soziale Benachteiligung; Soziale Schließung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	As the most stigmatised epidemic in history -- the human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) have proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis, where descriptive, process, and emotion codes were used to interpret the data. Key findings speak to affected teachers' social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools. (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	2020/1/01