Abstract
The work environment has changed immensely over the last few decades and became
more demanding (Kolawole, Kunle and Shittu, 2013). This change also affected the role
and responsibilities of teachers (Goddard, Pillay & Wilss, 2005). The extra responsibility
of teachers has an effect on their well-being, which in turn affects their learners’
wellbeing (Goddard et al., 2005), (McCallum & Price, 2010).
Occupational well-being, according to Harter and Rath (2010), has the biggest influence
on one’s overall well-being. Thus Cooper, Dewe and O’Driscoll (2010) suggested that
researchers should focus on the factors that influence the occupational well-being of
teachers. Wyn (2009) as seen in McCallum and Price (2010) is of the opinion that
teachers themselves play a big role in their occupational well-being and have a
responsibility to maintain it.
Therefore the aim of this research was to explore and describe the perceptions of
primary school teachers in Johannesburg North regarding their occupational well-being.
A qualitative study was conducted in a primary school in Johannesburg North. The data
was collected through semi-structured individual and focus group interviews. The
questions were open-ended to give the participants free range in answering them, thus
exploring the teachers’ perceptions end experiences.
After an analysis of the data it became evident that the participants felt that more could
be done to improve their occupational well-being. They were of the opinion that the
principal and SMT have a role and responsibility towards their occupational well-being
and that their colleagues are currently the only contributors to their occupational wellbeing.
M.Ed.