Abstract
Retirement is a transition from the world of work activity to rest and it brings about adjustments which can pose a significant problem depending on the perception of a retiree. Retirement planning is not only about finances but also sensitising eligible retirees about issues on the psychosocial effects of retirement.
The study focused on exploring the teachers’ perception regarding the retirement in the Gauteng schools and was undertaken at the Tshwane district of the Gauteng Department of Education. Individual and group interviews were conducted with 18 teachers, purposely selected according to the eligibility for retirement in legislative terms of ages between 55 and 65 years. Document analysis was an additional method of data collection with a view to understanding the practices used by the department to support and prepare teachers for retirement.
The life-course perspective and the six dimensions of wellness were explored as the theories underpinning the study. The two theories complemented each other throughout the study as they were aligned with the changes in the individual life span with the possible inequities relating to psychological and health as individuals age.
The findings indicated that teachers understand the inevitability of retirement but with feelings of discomfort and uneasiness in facing retirement. However, the study also revealed that teachers are not being sufficiently supported and prepared during the retirement preparation.
Based on the findings, the researcher made recommendations that may assist the Gauteng Department of Education to support and prepare teachers in Gauteng schools better and improve their perceptions of retirement.
Key words: Retirement, teachers’ perceptions, pre-retirement, Gauteng schools, life course, wellness