Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa
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 program...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of the Free State
2021-06-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/4819 |
| _version_ | 1797265681328111616 |
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| author | Kabelo Moloantoa Stephan Geyer |
| author_facet | Kabelo Moloantoa Stephan Geyer |
| author_sort | Kabelo Moloantoa |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-03-08T04:42:03Z |
| format | Article |
| id | doaj.art-96c821d0b9e04738b8871d4c4ffad320 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:40Z |
| publishDate | 2021-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-96c821d0b9e04738b8871d4c4ffad3202024-03-11T23:05:33ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-06-01392Efficacy testing of a work-based support programme for teachers in the North West Province of South AfricaKabelo Moloantoa0Stephan Geyer1https://orcid.org/0000-0002-3765-3051University of Pretoria, South AfricaUniversity of Pretoria, South Africa 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. http://journals.ufs.ac.za/index.php/pie/article/view/4819Efficacy testingIntervention researchQualitative researchTeachersWorkplace challengesNorth West Province |
| spellingShingle | Kabelo Moloantoa Stephan Geyer Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa Perspectives in Education Efficacy testing Intervention research Qualitative research Teachers Workplace challenges North West Province |
| title | Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa |
| title_full | Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa |
| title_fullStr | Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa |
| title_full_unstemmed | Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa |
| title_short | Efficacy testing of a work-based support programme for teachers in the North West Province of South Africa |
| title_sort | efficacy testing of a work based support programme for teachers in the north west province of south africa |
| topic | Efficacy testing Intervention research Qualitative research Teachers Workplace challenges North West Province |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/4819 |
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