Abstract
The aim of this study was to identify and describe skills, characteristics and support
networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools.
In this study “keystone” refers to LO teachers who make a positive impact in their
schools. A qualitative research design was used to collect data through interviews,
class observations, and questionnaires. Data were analysed through content
analysis. The results indicate that keystone LO teachers must be skilled counselors,
career guides and diverse role players. They should also be open, approachable,
have integrity, be trustworthy, resolve conflict and make good use of internal and
external support within the context of schools. More importantly, it was found that
keystone LO teachers are determined by their ability to deal with challenges, such
as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the
educational, social and cultural contexts are discussed.