Abstract
Ph.D. (Educational Psychology)
This study is fundamentally informed by a qualitative, interpretive paradigm and is based on a phenomenological design that sees study participants create meaning about the experiences of primary school principals who support teachers assumed to be living with the human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) in the Sedibeng education district. Furthermore, the study explores the ability of primary school principals, as school leaders, to provide teachers assumed to be living with HIV/AIDS with adequate and effective support so that these teachers can function effectively at school despite their presumed status. These teachers have not declared their HIV/AIDS status yet, but their actions and characteristics, as well as their appearance, closely resemble those of people living with HIV/AIDS. The endeavour that is envisaged in this study would serve to sustain teaching and learning by and from such teachers.
The study is undertaken against the background of a commotion caused by the high rate of teacher illness and absenteeism, which is presumed to be HIV/AIDS-related. Luckily, the number of teachers in the area who have died from HIV/AIDS is lower than projected in earlier studies. Absenteeism is problematic because it has contributed to a serious challenge in the Sedibeng area. Absenteeism has major implications for the quality of education, because often such teachers leave learners without teaching them. This state of affairs creates heavier workloads for the remaining teachers and increases reliance on less-qualified substitute teachers. The effect on teacher morale also has an impact on commitment and performance.
While the role of education in HIV/AIDS prevention is seen as an important factor in engaging the epidemic, the principals’ involvement, and the development of a local and specific planned intervention model, is essential for mitigating the impact on the education sector itself. The study focuses on the information shared by seven primary school principals in the Sedibeng East District. The collection of data was by means of interviews, observations, and document analysis. The results of the interviews show that principals find it difficult to manage the school in the face of the HIV/AIDS epidemic and high absenteeism among teachers. Principals also complain about the lack of adequate support from higher authorities in the education system.
The present research intends to assist principals and the Department of Education with...