Abstract
Background: The COVID-19 virus, also known as the coronavirus, has had a great impact on many occupations worldwide. This study focuses on teachers from both public and private schools in South Africa, and how the pandemic might have impacted their experience of emotional labour. According to literature, teachers provide a safe space for learners and are therefore expected to protect their feelings and regulate their emotions. Therefore, we looked at whether there was any difference in teachers’ experiences of emotional labour in the different schooling systems during the pandemic.
Method: The study was qualitative and made use of a focus group as a data collection method. The sample was teachers from both public and private schools in South Africa who were teaching during the pandemic. The sample size consisted of 12 teachers altogether, 6 from public schools and 6 from private schools. The data gathered were analysed using thematic analysis.
Results: The study generated 5 themes namely: Emotional labour, Emotional distress, Resources, Training and Do miracles. Ultimately teachers experienced emotional labour during the pandemic, and this was as a result of various reasons; however, the results of the impact of COVID-19 were emotional distress, such as fear and exhaustion.
Conclusion: The study was able to capture the experiences of emotional labour by teachers during the pandemic. Emotional labour was experienced by teachers and was aggravated by the COVID-19 pandemic. There are distinct differences and similarities in how emotional labour was experienced by teachers in different schooling systems; however, when it relates to emotional labour, all teachers experienced it equally and in relation to the same factors in their work environment.