The experience of psychological well-being amongst high school Life Orientation teachers within the Dr Kenneth Kaunda District.

Autor/Urheber	Nel, Michelle Francien
Titel	The experience of psychological well-being amongst high school Life Orientation teachers within the Dr Kenneth Kaunda District.
Quelle	North-West University (South-Africa) (2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Psychological well-being; Teachers; High school; Phenomenology; South Africa
Abstract	MA (Counselling Psychology), North-West University, Potchefstroom Campus ; Life Orientation teachers play a significant role in conveying essential knowledge, skills and attitudes about life skills to millions of learners in South Africa, and they are therefore at the forefront of addressing issues such as the development and optimization of learner well-being. One of the core components of the Life Orientation curriculum is the development of optimal well-being amongst learners; however, while some studies have focused on the general well-being of educators in South Africa, very few have focused on the psychological well-being of South African Life Orientation teacher in particular. This qualitative research study utilised a phenomenological research design which aimed to identify, through the use of in-depth interviews, high school Life Orientation teachers' experiences of psychological well-being within the Dr Kenneth Kaunda District in the North West Province, South Africa. A purposive sampling method was utilised in order to glean a sample of seven high school Life Orientation teachers, four females and three males, from four different schools who participated in this research study. Participants were between the ages of 24 and 62. The research data was analysed thematically, and the following main themes were identified: intrapersonal experiences of identity as a Further Education and Training Life Orientation teacher; experiences of contextual factors and their effects on experiences of psychological well-being, such as time constraints, lack of resources, a lack of commitment and motivation on the part of learners with regard to L.O. as a subject, the perception of L.O. as a trivial subject, work overload and work pressure causing stress, physical health, and experiences of a lack of support; protective factors enhancing Life Orientation teachers' psychological well-being, such as participants' perceived importance of L.O. as a subject, L.O. teachers' being driven by compassion for learners' well-being, L.O. teachers' internal motivation to teach and bring about change, rewarding learner interactions as motivation, and a sense of belonging; and how Life Orientation teachers' psychological well-being plays a role in the classroom. These findings could possibly provide important data regarding the ways in which Life Orientation teachers experience their own psychological well-being within the school context, and how this could play a role in the Life Orientation learning environment. This research study is one of the first studies to explore the experiences of psychological well-being amongst high school Life Orientation teachers specifically. It may therefore provide a point of departure for future research studies in this field. This research study highlighted the importance of psychological well-being amongst high school Life Orientation teachers, and how this psychological well-being can play a role in the Life Orientation classroom. It also identified the situations that influence the L.O. teachers' experiences of psychological well-being within the school environment. This research study suggests that high school Life Orientation teachers might be an important target for interventions to promote psychological well-being within the school environment. ; Masters
Anmerkungen	orcid:0000-0002-2697-2815
Erfasst von	BASE - Bielefeld Academic Search Engine