Efficacy Testing of a Work-Based Support Programme for Teachers in the North West Province of South Africa

Autor/inn/en	Moloantoa, Kabelo; Geyer, Stephan
Titel	Efficacy Testing of a Work-Based Support Programme for Teachers in the North West Province of South Africa
Quelle	In: Perspectives in Education, 39 (2021) 2, S.208-224 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geyer, Stephan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i2.15
Schlagwörter	Foreign Countries; Program Effectiveness; Teacher Attitudes; Barriers; Teaching Conditions; Work Environment; Intervention; Coping; Self Actualization; Student Behavior; Parent Participation; Class Size; Teacher Responsibility; Teacher Burnout; Administrator Responsibility; Environmental Influences; Neighborhoods; South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Bewältigung; Self actualisation; Selbstverwirklichung; Student behaviour; Schülerverhalten; Elternmitwirkung; Klassengröße; Lehrverpflichtung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Environmental influence; Umwelteinfluss; Neighbourhoods; Nachbarschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teachers face increased workplace challenges in South Africa. Through a process of intervention research, this study aimed to develop and evaluate the efficacy of a work-based support programme for teachers. Maslow's hierarchy of needs was adopted as the theoretical framework informing both programme design and evaluation. Teachers (n = 10) were recruited through simple random sampling in the North West Province, South Africa. Qualitative data were collected through focus group discussions before and after exposure to the programme. Data were thematically analysed. Pre-exposure findings supported existing literature that states that teachers face numerous malleable workplace challenges such as learner indiscipline, parental disengagement, overcrowded classrooms, considerable administrative work and burnout. Post-exposure findings indicated that the programme mitigated teachers' perceived weaknesses and seems to have enabled them to cope with and manage their workplace challenges. It is concluded that the programme facilitated a process to enable participants to navigate towards self-actualisation and reaching their full potential in the work environment. Recommendations are offered for the further implementation of the programme and in addressing work-based challenges experienced by South African teachers. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01