Abstract
This study investigated the practical implications and roles of school leadership and
school support groups regarding teachers’ overall emotional well-being from
disadvantaged public primary schools in the KwaZulu-Natal region. Bronfenbrenner’s
ecological systems theory underpins this study and the research was conducted
hereon. A qualitative method was adopted as it focused on the lived and real
experiences of the participants. A case study research design was utilised as the aim
was to learn more about the roles of different key stakeholders in school with regards
to the emotional well-being of teachers. The sample comprised of teachers, heads of
departments, deputy principals and the principals from three different public primary
schools located in the KwaZulu-Natal south coast district. Twenty-four participants
partook in the study, nine of which were teachers, nine of which were heads of
departments, three of which were deputy principals and three of which were principals.
Group interviews as well as individual interviews were conducted with the participants.
The data that was collected was sorted, listened to and coded. Thereafter, the data
were relistened to and various themes as well as sub-themes emerged from the
qualitative study data. The findings revealed that despite a clear structure for school
administration, there is no real structure to cater for the emotional well-being of
teachers. The findings also showed that the teachers need for a supportive person,
someone to talk to and to debrief with. Teachers are in need of an independent school
counsellor who would be able to assist them in their emotional well-being journey. The
findings also revealed that teachers, heads of departments as well as the management
of schools do not receive support, guidance and assistance with regard to teachers’
emotional well-being. Based on the findings of both the literature study as well as the
case study recommendations were presented and suggestions for further research
were made. Role players, specifically leaders, need to be made aware of the vital role
they play in improving and enhancing the emotional well-being of teachers. It is hoped
that this study will raise awareness and spark interest in creating policies and
procedures to ensure all role players are equipped to support teachers in their
emotional well-being journey.
Key words: emotional well-being, teachers, development, school, leadership,
management support.