Abstract
Background: The COVID-19 pandemic has largely disrupted schooling in countries all over the world, including South Africa. The government of South Africa has implemented measures to curb the spread of COVID-19 in schools including the introduction of a trimmed curriculum and rotational attendance, while the psychosocial effects of the pandemic on educators and learners has largely received minimal attention.
Aim: The aim of the study was to examine the perceived psychosocial effects of the COVID-19 pandemic on the teaching realities of Foundation Phase (FP) educators in rural (quintiles 1, 2 and 3) schools. The research objectives were to elicit FP educators’ perceptions of the psychosocial effects of COVID-19 on their functioning as educators; to ascertain how FP educators were adapting to the conditions under COVID-19; and to explore their views on what sources of support were available; and what additional supports were needed. The research was guided by the social ecological theory of resilience.
Method: Framed within the qualitative research paradigm, the study employed a case study design where 10 Foundation Phase educators were interviewed telephonically. Thematic analysis was used to analyse the study results.
Findings: Key findings that emerged were that while educators in rural schools experienced challenges prior to the pandemic, these have been further compounded as they contend with the rotational method of attendance and try to balance curriculum coverage with limited time to teach. While educators who were interviewed largely exhibited a negative state of psychosocial wellbeing, characterised by high stress levels, feelings of lack of accomplishment, anxiety and hopelessness, there were some who were able to focus on the positives and demonstrated resilience to ensure progression of teaching and learning. Using the social ecological resilience theory, mediating factors were located stemming from educators’ professional, motivational and emotional dimensions as they adapted and coped with the new normal. Generally, the educators perceive themselves to be in need of psychosocial support; however, they relied largely on their agency as educators to develop and maintain resilience in order to progress with teaching and learning.
Conclusion: These findings demonstrate that educators are not passive individuals, and that they regard themselves as professionals tasked with the important responsibility of ensuring learners are adequately equipped with the skills and knowledge to progress thriough the schooling system.
Key words: Educator, Foundation Phase, learner rotation, new normal, psychosocial support, resilience, COVID-19.