Abstract:

The COVID-19 pandemic caused abrupt changes and required new patterns of thinking and doing in various sectors of society. In the Education sector in South Africa, abrupt lockdown measures were introduced in March 2020. This necessitated sudden changes in teachers’ ways of teaching, moving from traditional face-to-face teaching to the alternative online format. Many teachers did not feel suitably equipped to start teaching online, school students were not prepared for this mode of delivery, and schools as well as families in numerous communities faced the challenge of stable Internet access. The question comes to mind as to how teachers managed to cope during this time of sudden change, maintaining not only their own well-being but also supporting the well-being of students.

Against this background, we conducted a study to investigate the:
(i) cognitive strategies and
(ii) psycho-social skills that teachers relied on to transform from face-to-face to online teaching and continue with sufficient service delivery in challenging circumstances.

Our aim was to:
(i) compile a cognitive-resilience profile of South African teachers during a time of crisis, and
(ii) explain how the psycho-social domain of human functioning supported teacher resilience during the COVID-19 pandemic.

We implemented a sequential mixed method research design, involving the collection of quantitative data through structured online questionnaires (phase 1), and then explaining the quantitative results through in-depth qualitative data (phase 2) generated through online focus groups, field notes, audio-visual techniques and reflective journals. Descriptive and inferential statistical tests were used for quantitative data analysis and a hybrid thematic inductive approach for qualitative analysis. Nested within the pragmatic paradigm, we combined aspects of the transactional theory of stress and coping with the bioecological systems theory in compiling a conceptual framework. In addition, we incorporated concepts from coping and resilience theory as well as leisure and well-being models.

Findings indicate that teachers employed various strategies to cope with the challenges they faced during COVID-19, in support of their own well-being. In terms of cognitive strategies, they relied on active coping (being flexible and acquiring new skills), planning (managing stressors in a stepwise way, implementing predictable routines and organised environments), suppression of competing activities (avoiding distractions when working), restraint coping (avoiding adverse thoughts, focusing on a positive outlook, implementing a growth mindset) and seeking out instrumental social support during this time of change. They furthermore relied on spiritual practices, hope and humour, and attended to self-care and maintaining a healthy lifestyle. Psycho-socially, the teachers relied on self-awareness and the sharing of their experiences and emotions with others. They remained focused and motivated to provide quality teaching, and accessed available resources to fulfil their tasks. They reflected on their own behaviour and coping, attended to self-regulation, and nurtured relationships with significant others.

Keywords:

Cognitive coping strategies, COVID-19, psycho-social coping skills, resilience, teacher resilience.