Abstract:

South African educators in low socio-economic contexts have been teaching within various lockdown levels since March 2020 as part of a nationwide response to the increase in COVID-19 infection rates. Low socio-economic school contexts are characterised by large learner numbers, small classrooms and inadequate resources. Educators were required to make adaptation to their teaching practices to meet the immediate educational needs of the learners. Educators do more tasks outside their usual job descriptions such as teaching remotely and taking responsibility for learner development and learner well-being outside the class. Standards and expectations have increased, yet the issue of educator well-being has not been prioritised. In order for effective teaching and learning to occur that essentially contributes to the educational development of learners, the well-being of educators needs to be addressed particularly during COVID-19 where educators have been witness to several colleagues succumbing due to COVID-19.

This research seeks to address this gap and describes educators’ experiences of well-being during the national Level 4 lockdown where learners returned to school in May 2020. Utilising an ecological systems framework, the research provides educators with an opportunity to reflect on the situation through an exploratory qualitative research approach. Nine educators from a conveniently selected school in a low socio-economic community in Cape Town, South Africa, were interviewed using semi-structured interviews and focus group discussions. The interviews were transcribed verbatim and a thematic analysis was conducted using the Atlas Ti data management software.

A key finding of the study found that an innovative and collective approach that facilitates the development of a sense of community of all role players within a school context is essential to educators’ well-being, a communal area where social distancing could be observed and where educators could share experiences with colleagues was identified as a need particularly since educators were expected to remain in their classrooms as they did not have a dedicated space, thus adding to the sense of isolation.

Recommendations to implement socially just, innovative and collaborative practices within these contexts are suggested that includes effective, transformational and transactional school teams that address how educators, parents, schools, and communities can work together to promote improvement and development of educator well-being.

The study shows how effective educational development is inextricably linked to educator well-being and can only be facilitated through educators with optimal well-being.

Keywords:

Education, Educator Preparedness, Low Socio-economic Communities, Covid-19, Educator Well-being.