Abstract
Every year, South Africa loses many teachers due to emotional burnout and challenging conditions in the country’s schools. Factors include insufficient pre- and post-service training; unrealistic teacher to child ratios; maximum outcome expectations but lack of school management and parent support; low salaries; lack of teacher consultation with regard to curriculum input; low job motivation; and a generally stressed working environment which appears to be worsening. Coupled with this is the inability to successfully implement an inclusive education model. Although teachers’ emotional well-being is a global issue, South Africa does appear to have many unique challenges. Numerous studies (e.g. Hansen, Buitendach and Kanengoni 2015; Hugo 2015; Isaacs and Waghid 2015; Kamper and Steyn 2012; Van Wyk and Le Grange 2017; Fourie and De Klerk 2024) have been conducted on the many problems facing the country’s education system. These studies highlight issues such as inadequate training (pre-service and in-service), overcrowded classrooms, high outcome expectations without the necessary additional support from school management and parents, poor compensation, insufficient consultation with teachers for curriculum input, low professional motivation, and a generally stressful working environment, among others. However, this study specifically focuses on the emotional well-being of LSEN (learners with special educational needs) teachers working within this problematic system. The first objective of the study is to investigate and evaluate the factors that may contribute to low levels of emotional well-being among LSEN teachers. Secondly, the study aims to provide recommendations for improving the emotional well-being of LSEN teachers.
Many studies indicate the importance of teachers’ emotional well-being in mainstream schools. Not only are teachers in schools for learners with special educational needs exposed to the same challenges as their colleagues in mainstream education, they also experience other challenges unique to the LSEN landscape and school system. Regarding education in general, and specifically LSEN education, certain studies come to the forefront. Bullough and Hall-Kenyon (2012) examine factors that motivate teachers and how these factors impact the learners taught by these educators. Schonert-Reichl (2017) and Spilt, Koomen and Thijs (2011) have conducted similar studies. Bullough and Robert (2008) also explored the relationship between personal matters and social factors in a teacher’s life. Day (2012) approached this theme from a different angle and investigated how certain educators manage to make a significant contribution to the school system despite its policy-driven and bureaucratic complexities. In a similar vein, Rots and Aelterman (2009) developed a model comparing the number of education students to the number of students who eventually become teachers, given the high dropout rate in this group. DeMik (2008) examined the same factors, but specifically focused on LSEN educators. Riddell, Brown, and Duffield (1994) take a different perspective on special education when they investigate parents’ expectations regarding teachers in charge of their LSEN children. Furthermore, De Boer, Timmerman, Pijl and Minnaert (2012) conducted a psychometric study on the contemporary trend of including special education in mainstream education, a point that is also relevant in South Africa. This situation, after a decade of democracy, was also examined by Engelbrecht (2006). Rogers (2007) examines the experiences of parents with LSEN children and how these children are integrated into contemporary inclusive education. Louw (2014), in a master’s thesis, conducted a theoretical investigation into the transition of children from mainstream classes to LSEN classes. French and Chopra (2006) focused their study on the additional administrative burdens placed on teachers in inclusive education.
This study aimed to determine how participatory action research strategies could be used to investigate factors that affect the emotional well-being of LSEN teachers. Following on from this, strategies were developed in a participatory manner for LSEN teachers to implement for the promotion of their emotional well-being. The PERMA model was used as a theoretical framework. The researcher and participants used various data collection techniques to conceptualise their emotional well-being in creative and narrative ways. Data was generated from 12 participants from three LSEN schools in one South African province. All three schools use English and Afrikaans as languages of instruction. The schools are situated in urban areas. Participants came from a wide cultural context representative of all South African race groups. Both male and female participants were included. Lastly, participants’ professional experience varied from greatly experienced to experienced. The criteria for the former were at least two years’ LSEN teaching experience. The 12 participants used the photovoice technique in the first cycle of participatory action research to share their perceptions and experiences of emotional well-being. Reflection was constantly encouraged by journal entries, and further qualitative data was obtained from these journals. Reflective group discussions were also used, where experiences and perceptions were shared. These discussions, from which rich data was collected, contributed to the ongoing reflective process. Data was coded and prevalent themes were identified. Factors that determine the emotional well-being of this cohort of teachers were defined and investigated. Subsequently, strategies were identified for teachers in LSEN schools to empower themselves. Based on the data from the studies, four main themes emerged. These findings are discussed through these themes. The results show that hope and a positive attitude significantly boost teachers’ morale and outlook on the future, while a lack of resources and support leads to feelings of hopelessness. Seeing learners making progress motivates teachers and enhances their job satisfaction, but too much administrative work and poor communication cause frustration. For learners with special needs, effective education requires focusing on the unique circumstances of both the teacher and the learner, rather than just following legislation. Lastly, holistic collaboration among all stakeholders is crucial for successful support in special needs schools. Without strong support systems and unity among stakeholders, teachers face significant challenges and feelings of isolation.
Keywords: emotional well-being; learners with special educational needs; LSEN schools; LSEN teachers; participatory action research; PERMA model; well-being