Abstract
M. Ed.
This study is aimed at exploring resiliency as experienced by teachers in a special secondary school in Gauteng. Many studies have investigated the impact of stress and burnout on teachers and how it impacts on the delivery of educational services. Studies have found that excessive stress may lead to poor teaching, poor-decision making, lowered self-esteem, low job satisfaction and lack of commitment to remain in the profession (Schulze & Steyn, 2007). These are especially prevalent among special education teachers who are subsequently at the highest risk of leaving the profession (Wisniewski & Gargiulo, 1997).
While much is therefore known about teacher stress and burnout in education, it is less clear what the experiences might be of teachers who do manage to deal positively with the various demands in special schools despite the numerous professional challenges they face. In other words, the study aimed at gaining a better understanding of the experiences that have enabled some special education teachers in a Gauteng secondary school to sustain their motivation, commitment and, consequently, their effectiveness in the profession. By doing so, proactive strategies could be taken to address the problem of teacher stress and burnout which could result in the betterment of retention of special education teachers.
In this study, the researcher made use of extreme case sampling, in others words locating individuals that have been cited for achievement and particular distinguished characteristics, i.e. resilient teachers. The school management team and fellow teachers identified nine colleagues who demonstrated the ability to adapt to stressors in the school context, despite various challenges. Criteria that informed the identification of resilient teachers related to those teachers who demonstrated high energy levels, enthusiasm, creativity, optimism and positive relationships with others.
In this research, an interpretivist research paradigm framed the research with a qualitative approach and a phenomenological design. The data for this study was collected by means of semi-structured interviews, a focus interview, photos as well as a verification questionnaire. Moreover, data was also collected by the keeping of a personal researcher‘s journal. Data was analysed using content analysis.
Themes that emerged during the data analysis pointed out that certain factors contributed to teachers experiencing resilience, whereas others depleted teachers‘ ability to be resilient in the face of hardship within their professional roles. Those factors that played a part towards the experience of resilience were encouragement from a significant other in their life history, spirituality, lifelong learning, utilizing their emotional intelligence and wanting to be a role model to others. In contrast, those factors that obstruct resilience related to the difficulty of the individual to establish healthy boundaries, wanting and being unable to take other people‘s problems away, and having unrealistic expectations regarding the support of fellow colleagues.
Following the discussion of the themes, recommendations were provided to assist relevant role-players in promoting the experience of resilience among special secondary school teachers. The study concludes