Abstract
This study explored teachers’ perceptions of the identification and utilisation of character strengths as support for learners. The role of teachers in learner support has changed dramatically with the implementation of inclusive education policies in South Africa. Inclusive education requires that teachers support diverse learner needs, celebrate diversity, and acknowledge learners’ strengths, rather than focusing on learner challenges. It is proposed in this study that a paradigm shift is needed for teachers to move away from a focus on challenges of diversity and rather celebrate it by focusing on the assets and strengths of the learners. One such way is to identify learners’ character strengths and to implement these asset-based principles in the classroom to support learners. Character strengths for learner support is an approach embedded in positive psychology, which encourages teachers to acknowledge and use the unique, innate positive traits of learners instead of focusing mostly on what learners lack. A phenomenological qualitative study in one mainstream primary school in South Africa explored grade 7 teachers’ perceptions of character strengths identification and utilisation for learner support. The study was embedded in the PERMA model of well-being and Bronfenbrenner’s Bio-ecological model. Data were collected through staff development workshop feedback forms and semi-structured individual interviews. Data were analysed using thematic analysis. The main findings of the study indicated that teachers found the workshop on character strengths empowering, insightful and of value. Findings further indicated that teachers’ knowledge and awareness of character strengths transferred to their views on supportive inclusive pedagogies and to spontaneous implementation of character strengths-based principles in the classroom. Holistic support of learners to help them flourish, their overall well-being at school, and learners’ self-development were identified as noteworthy outcomes when focusing on character strengths in supporting learners.
M.Ed. (Educational Psychology)