Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa

Authors

DOI:

https://doi.org/10.18820/2519593X/pie.v39.i2.15

Keywords:

Efficacy testing, Intervention research, Qualitative research, Teachers, Workplace challenges, North West Province

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.

Downloads

Download data is not yet available.

Author Biographies

Dr Kabelo Moloantoa, University of Pretoria, South Africa

PhD Graduate

Department of Social Work & Criminology

University of Pretoria, Pretoria, South Africa

Prof Stephan Geyer, University of Pretoria, South Africa

Associate Professor in Social Work

Department of Social Work & Criminology

University of Pretoria, Pretoria, South Africa

References

Abonyi, O.S. 2014. Coping with the challenges of the teaching profession. Available at https://www.researchgate.net/publication/281177690 [Accessed 21 September 2020].

Abu, A. & Umana, S. 2016. Implementing total quality management in education: Compatibility and challenges. Open Journal of Social Sciences, 4: 207–217. https://doi.org/10.4236/jss.2016.411017

Anney, V.N. 2014. Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5: 272–281.

Arumam E.O. & Hanachor, M.E. 2017. Abraham Maslow’s hierarchy of needs and assessment of needs in community development. International Journal of Development and Economic Sustainability, 5: 15–27.

Babbie, E. 2016. The practice of social research, 14th ed. Boston, MA: Cengage Learning.

Badugela, T.M. 2012. Problems facing educators in implementing the national curriculum statement: The case of Tshifhena secondary school, Vhembe district, Limpopo Province, South Africa. MEd mini-dissertation. Pretoria: University of South Africa.

Braun, V. & Clarke. V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77–101. https://doi.org/10.1191/1478088706qp063oa

Corzo, J.Q. & Contreras, O.R. 2011. Understanding and facing discipline-related challenges in English as a foreign language classroom at public schools. Profile Issues in Teachers' Professional Development, 13: 59–72.

Dehaloo, G. 2011. The motivation and job satisfaction of secondary school teachers in KwaZulu-Natal: An education management perspective. Doctoral thesis. Pretoria: University of South Africa.

Department of Basic Education. 2015. Education statistics in South Africa. Pretoria: Government Printers.

Department of Basic Education. 2016. Personnel administrative measures. Government Gazette, 39684, 12 February.

Department of Basic Education. 2018. How to play your part in support of quality public education: A guide for QLTC structure, making QLTC a reality. Pretoria: DBE.

Eloff, I., Engelbrecht, P., Forlin, C. & Swart, E. 2001. Developing a support programme for teachers involved with inclusion in South Africa. International Journal of Special Education, 16: 1–6.

Engler, B. 1985. Personality theories: An introduction, 2nd ed. Boston: Houghton Mifflin Company.

Fraser, M.W. & Galinsky, M.J. 2010. Steps in intervention research: Designing and developing social programs. Research on Social Work Practice, 20: 459–466. https://doi.org/10.1177/1049731509358424

Fraser, M.W., Richman, J.M., Galinsky, M.J. & Day, S.H. 2009. Intervention research: Developing social programs. Kuala Lumpur: Oxford University Press.

Freeks, F.E. 2016. Youth intervention through training and equipping in the midst of challenges and crisis. Missionalia, 44: 205–223. https://doi.org/10.7832/44-2-150

Gragnano, A., Miglioretti, M., Simbula, S. & De Boer, A. 2015. Work-health balance – A new construct to explain workers’ wellbeing after RTW. Available at http://www.boa.unimib.it [Accessed 29 October 2020].

Heylighen, F. 1992. A cognitive-systemic reconstruction of Maslow’s theory of self-actualization. Behavioural Science, 37: 39–58. https://doi.org/10.1002/bs.3830370105

Isingoma, P. 2014. Overcrowded classrooms and learners' assessment in primary schools in the Kamwenge District, Uganda. MEd mini-dissertation. Pretoria: University of South Africa.

Ivankova, N.V., Creswell, J.W. & Plano Clark, V.L. 2020. Foundations and approaches to mixed methods research. In K Maree (Ed.). First steps in research, 3rd ed. Pretoria: Van Schaik.

Jackson, L. & Rothmann, S. 2005. Work-related well-being of educators in a district of the North West Province. Perspectives in Education, 23: 107–122.

Khumalo, B. & Mji, A. 2014. Exploring educators’ perceptions of the impact of poor infrastructure on learning and teaching in rural South African schools. Mediterranean Journal of Social Sciences, 5: 1521–1532. https://doi.org/10.5901/mjss.2014.v5n20p1521

Lietz, C.A. & Zayas, L.E. 2010. Evaluating qualitative research for social work practitioners. Advances in Social Work, 11: 188–202. https://doi.org/10.18060/589

Lumadi, M.W. 2008. Teachers’ exodus in South African schools: A smoke with burning fire. Contemporary Issues in Education Research, 1: 33–40. https://doi.org/10.19030/cier.v1i3.1192

Maluleke, S.G. 2009. Parental involvement in their children’s education in the Vhembe district: Limpopo. MEd mini-dissertation. Polokwane: University of Limpopo.

Manamela, L.M. 2015. The role of parental involvement in improving discipline in secondary schools of the Kgakotlou circuit. MEd mini-dissertation. Pretoria: University of South Africa.

Maslow, A.H. 1943. A theory of human motivation. Psychological Review, 50: 370–396. https://doi.org/10.1037/h0054346

Matshe, P.F.A. 2014. Challenges of parental involvement in rural public schools in Ngaka Modiri Molema District of North West Province. International Journal of Humanities Social Sciences and Education, 1: 93–103.

Moloantoa, K. 2019. A work-based support programme for teachers in the Department of Education and Sport Development, North West Province. PhD thesis. Pretoria: University of Pretoria.

Montgomery, A., Mostert, K. & Jackson. L. 2005. Burnout and health of primary school educators in the North West Province. South African Journal of Education, 25: 266–272.

Motshekga, A. 2012. Pupil-teacher ratio at 30.4:1. Politicsweb. Available at http://www.politicsweb.co.za [Accessed 12 September 2016].

Mwoma, T. & Pillay, J. 2016. Educational support for orphans and vulnerable children in primary schools: Challenges and interventions. Issues in Education Research, 26: 82–97.

Ncontsa, V.M. & Shumba, A. 2013. The nature, causes and effects of school violence in South African high schools. South African Journal of Education, 33: 671–686. https://doi.org/10.15700/201503070802

North West Provincial Department of Education and Sports Development. 2017. Annual performance plan 2016/17-2019/20. Mahikeng, South Africa: NWPDoE.

Obakpolo, P. 2015. Improving interpersonal relationship in workplaces. Journal of Research & Method in Education, 5: 115–125.

Peters, B.J., Overall, N.C. & Jamieson, J.P. 2014. Physiological and cognitive consequences of suppressing and expressing emotion in dyadic interactions. International Journal Psychophysiology, 94: 100–107. https://doi.org/10.1016/j.ijpsycho.2014.07.015

Pijoos, I. 2018. Pupil throws book at a teacher. News 24. 9 March.

Rubin, A. & Babbie, E.R. 2017. Research methods for social work, 9th ed. Boston, MA: Cengage Learning.

Sedibe, M. 2011. Inequality of access to resources in previously disadvantaged South African high schools. Journal of Social Sciences, 28: 129–135. https://doi.org/10.1080/09718923.2011.11892937

Serame, N.J., Oosthuizen, I.J., Wolhuter, C. & Zulu, C. 2013. An investigation into the disciplinary methods used by teachers in a secondary township school in South Africa. Koers, 78: 450–456. https://doi.org/10.4102/koers.v78i3.450

Steyn, J.C., De Klerk, J. & Du Plessis, W.S. 2004. Education for democracy. Durbanville: Wachwa Publishers.

Theron, L.C., Geyer, S., Strydom, H. & Delport, C.S.L. 2008. The roots of REds: A rationale for the support of educators affected by the HIV and AIDS pandemic. Health SA Gesondheid, 13: 77–88. https://doi.org/10.4102/hsag.v13i4.406

Tlhapi, P.M. 2015. Management of discipline in a post-corporal punishment environment: Case study of primary schools in the informal settlements in the North West Province. PhD thesis. Pretoria: University of South Africa.

United Nations. 2015. Transforming our world: The 2030 agenda for sustainable development. Division for Sustainable Goals, New York, NY: United Nations.

Vandeyar, S. 2010. Responses of South African teachers to the challenge of school integration. South African Journal of Education, 30: 343–359. https://doi.org/10.15700/saje.v30n3a359

West, J. & Meier, C. 2020. Overcrowded classrooms: The Achilles heel of South African education? South African Journal of Childhood Education, 10: 617–618. https://doi.org/10.4102/sajce.v10i1.617

Published

2021-06-11

How to Cite

Moloantoa, K., & Geyer, S. (2021). Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa. Perspectives in Education, 39(2), 208-224. https://doi.org/10.18820/2519593X/pie.v39.i2.15

Issue

Section

Research articles