Theses and Dissertations (Educational Psychology)

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A qualitative evidence synthesis on resilience-enabling interventions in rural schools in the Global South
(University of Pretoria, 2024-04) Ebersohn, L. (Liesel); Murphy, P. Karen; lizmarie.basson@gmail.com; Basson, Liz-Marie
A unique blend of challenges in rural spaces in the Global South hinders the health, well-being and learning outcomes of students in primary schools. There is a need for knowledge on effective, evidence-based interventions within schools aimed at (i) buffering against contextual risk, and (ii) enabling better-than-expected development outcomes for students. Evidence on this subject draws heavily from Global North studies, not accounting for contextual and cultural differences synonymous with a Global South space. This Qualitative Evidence Synthesis (QES) investigated how systematic insights from published knowledge on rural school-based interventions in low- and middle-income countries (LMICs) may inform knowledge on the impact of resilience-enabling interventions in schools in the Global South. The study evaluated the use of Global North quality assessment tools in LMICs and proposed a framework to enhance the relevance and integration of knowledge produced in the Global South. Published primary intervention studies in rural schools across LMICs (43,874) were identified on ProQuest, Scielo citation index, Scopus, Web of Science and EBSCO platform databases. Inclusion criteria for the published studies were (i) English as the language of reporting, (ii) qualitative primary empirical research, (iii) between 1980 and June 2020, (iv) school- or school community-based interventions in rural areas in LMICs, (v) for students between five and nine, and (vi) with a focus on child learning, well-being and health outcomes. Seven studies met the criteria. Following a QES utilising reflexive thematic analysis, it was found that interventions focusing on teachers and students have the largest impact by boosting attendance, interpersonal skills, and academic outcomes. Enablers increasing the impact of school-based interventions include systemic stakeholder participation, contextually relevant practices, resources and policy, using interventions as opportunities for teacher professional development, and financial support. Constraints inhibiting school-based intervention impact include inequality and resource constraints at the school, community- and classroom-level, limited teacher preparedness, lack of sociocultural- and contextual relevance, and limited student learning opportunities. The study proposes using the TAPESTre framework (Transformative Approaches, Agentic Justice, Participatory Approaches, Emic Place Relevance, Space, Trustworthiness and Resilience-Enabling) as a relevant quality measure to report – and thereby strengthen –the quality of intervention studies positioned in the Global South.
Social inclusion of learners with autism spectrum disorder within South African primary mainstream schools
(University of Pretoria, 2024-03-31) Ramaahlo, Maria; Mampane, Ruth; U16310242@tuks.co.za; Alberts, Linelle
This dissertation embarks on a comprehensive exploration of social inclusion for learners with Autism Spectrum Disorder (ASD) in mainstream South African primary schools. The severity of the learners interviewed varied, with some being high-functioning and others ranging between high and low functioning. The research study discusses the global and South African prevalence of ASD, emphasizing the social challenges faced by learners. Theoretical underpinnings in social constructivism set the stage for understanding inclusive practices for neurodiverse learners. Ethical considerations guide the research, ensuring participant well-being and confidentiality, particularly for the vulnerable population of learners with ASD. The study details the use of face-to-face interviews and self-constructed open-ended questionnaires for data collection, emphasizing the thematic analysis approach. Findings from the study highlight the barriers learners face, including challenges in forming friendships and sensitivity to sensory stimuli. Facilitators of social inclusion, such as supportive teachers and positive reinforcement, emerge. Recommendations from participants encompass creating autism-friendly classrooms, fostering friendships, reducing homework loads, and improving communication. The dissertation connects these findings to existing literature, addressing barriers, facilitators, and recommendations. Teachers' challenges in accommodating diverse learning needs, insufficient support, and managing emotional behaviors are discussed. Current teaching strategies are outlined, including personalized attention and sensory stimulation management. Participants offer advice for future teachers, emphasizing patience, flexibility, and awareness of ASD. Despite limitations in sample size and time constraints, the study provides a roadmap for improving social inclusion. Learners stress the importance of accommodating environments, improved organization, and enhanced communication. Teachers advocate for raising awareness, collaborative group work, and reducing sensory stimulation. Future researchers are urged to include a diverse range of schools and participants, incorporating parents, principals, and peers for a comprehensive understanding.
Teachers Self-efficacy in teaching Comprehensive Sexuality Education to learners with visual impairment in special schools
(University of Pretoria, 2024) Mampane, Motlalepule Ruth; Ubisi, Lindokuhle; pltwala13@gmail.com; Twala, Phumzile Lizzie
This research investigated teachers’ self-efficacy in delivering comprehensive sexuality education (CSE) within the two specialised schools accommodating learners with visual impairment (LVI) in the Free State. These schools are geographically distant, under separate educational districts, serving over 353 learners from Grade R to Grade 12. The study is also an integral part of a broader initiative to develop a CSE curriculum specifically for LVI students. Teachers encounter unique challenges when teaching CSE, implying significant responsibilities and multifaceted functions within their classrooms; therefore, strategies to encourage teachers’ self-efficacy in teaching LVI students are imperative. The study exploited interpretive epistemology and a social constructionist ontology, emphasising a collective perception of reality through shared meanings and contextual understanding across social and experimental contexts. Qualitative data were generated using Focus group discussions and interviews to explore the resources essential for LVI teachers in teaching CSE. A purposive sampling technique was employed to select participants with experience interacting with visually impaired learners in the Free State. The study included eight participants—four teachers from each of the visually impaired learners’ schools (n = 8: 4 teachers of the visually impaired learners per school). Inductive thematic analysis was applied to analyse the qualitative data collected. The study identified three emerging themes—collaboration and support, teachers’ observations and ideas regarding CSE for LVI, teacher training and professional development. The results are expected to inform the Department of Higher Education and Basic Education, in collaboration with other universities, in developing a qualification suitable for training prospective LVI teachers within their curriculum courses.
Challenges experienced by special education and learning support educators during the COVID-19 pandemic
(University of Pretoria, 2024-07) Finestone, Michelle; mpho.mthembu@up.ac.za; Mthembu, Mpho Princess
This study aimed to pinpoint the unique challenges faced by special education teachers and learning support educators in Gauteng amid the COVID-19 pandemic. Four secondary research questions guided the inquiry: (1) What were their primary concerns during this time? (2) What strategies did they employ to tackle these challenges? (3) What were the most significant barriers to effective communication and collaboration among special education teachers, learning support educators, students, and parents during the Covid-19 pandemic? (4) How did the shift to remote and hybrid learning environments during the Covid-19 pandemic affect the instructional methods and support strategies used by special education teachers, and learning support educators? The main research question focused on identifying the specific obstacles encountered by these professionals during the pandemic. This research was conducted as a single exploratory case study within a qualitative research framework. The study explored the challenges experienced by ten participants through qualitative questionnaires, semi-structured interviews, and a focus group discussion. Interpretive Phenomenological Analysis (IPA) was employed to interpret the participants' subjective experiences. The study drew on two theoretical frameworks: the Conservation of Resources Theory and the Coping-Competence-Context Theory. The findings revealed several challenges faced by the participants, including a lack of resources, work-life balance issues, difficulties in implementing COVID-19 regulations, inadequate online teaching skills, low motivation and self-efficacy among teachers, the need to adapt teaching styles, communication issues between teachers and learners, teacher burnout, and stress; challenges in the implementation of the Screening, Identification, Assessment Support policy; challenges in the creation and implementation of the Individualised Education Plan. These challenges affected both the personal and professional lives of the educators, impacting their well-being, teaching quality, and the learning outcomes of special school students. This study sheds light on the profound impact of the pandemic on special education, and emphasises the need for targeted support to address these challenges effectively. Page | viii A framework was developed from this study which will assist special education teachers and learning support educators in managing challenges more effectively and strengthening their resilience during times of crisis. The framework derived from this research shows that the participants in this study faced many obstacles during the COVID-19 pandemic, but their capacity to overcome these obstacles suggests that they had resources available to help them navigate their way through through these obstacles. Recommendations made from this study include enhancing teacher training for online pedagogy, providing psychological support, improving communication with parents, and promoting curriculum flexibility. Proper resource allocation, workshops, and online counselling are emphasised to address the challenges faced. Future research should involve school management teams and mainstream schools to better understand special education challenges. This study contributes to understanding how SETs and LSEs cope during crises like the COVID-19 pandemic, demonstrating their resilience and resourcefulness. It underscores the need for comprehensive support systems and adequate resources to help educators manage their roles effectively in adverse conditions.
Manifestations of well-being in undergraduate students of law
(University of Pretoria, 2024) Eloff, Irma; nolodimaza12@gmail.com; Dimaza, Noloyiso Zimbini
Students' well-being in Higher Education (HE) is foundational to their academic success. However, recent studies show a notable and concerning decline in mental health and well-being among university students in different scientific disciplines. This study specifically focused on undergraduate law students at a university in the Gauteng province, South Africa. It aimed to explore what well-being means to them, and how university factors contribute to their subjective well-being experience. The research was anchored in the constructivist paradigm, and theoretically grounded in the PACES model of student well-being. Utilising a qualitative research approach, the study employed purposive sampling for an online survey with participants (n=167), and snowball sampling to recruit participants (n=4) for a focus group discussion. The two data sets were analysed simultaneously, following Braun and Clarke’s thematic analysis guidelines. Throughout the research process, ethical standards were strictly adhered to. The findings of this study revealed that undergraduate law students’ well-being comprised a combination of a variety of features influenced by many factors and experiences. Social support, a supportive academic environment, academic engagement, and a balanced lifestyle were identified as key contributors to student well-being by the participants. However, hindrances to well-being among undergraduate law students included academic pressures, unhealthy coping mechanisms such as substance abuse, and personal challenges like anxiety and stress. Key words: law, law students, undergraduate student, well-being
Administering career construction counselling to a disadvantaged rural learner with inadequate self - efficacy
(University of Pretoria, 2023-12) Maree, Kobus; u21475378@tuks.co.za; Mazongolo, Anathi
This study aimed to assess the effectiveness of career construction counselling on a rural disadvantaged learner with inadequate self-efficacy who is ready to embark on a career. Learners from environments challenged by disadvantages face many challenges that are unique to their environment. Maree and Che (2020) stated that learners from such environments tend to feel disempowered by the situation in which they find themselves – unemployment, for instance, is a common characteristic of such situations. Consequently, many learners are left uncertain about their future, and at the same time, their career identity is impaired. Bandura (1977) explained that individuals' achievements are shaped by the dynamic interplay among their behaviour, personal factors, and the environment. An investigation into the influence of career construction counselling on the contextual experiences of the participant was informed by career construction theory (Savickas, 2005) and self-construction theory (Guichard & Lenz, 2005), which are both based on the constructivist paradigm. Enhancing the resources available to participants is crucial, especially considering that career trajectories are shaped by a combination of individual and contextual factors. To investigate this, the study adopted a qualitative research approach using an intrinsic case study design. The study sampled a single disadvantaged participant between the ages of 18 and 25 from Pietermaritzburg in KwaZulu-Natal. To ensure the accuracy of the data, multiple data generation methods were used including semi-structured interviews, qualitative career assessments, observation of body language, and extensive field notes. The data for the study was analysed using thematic analysis as outlined by Braun and Clarke (2006). Throughout the research process, I adhered to the ethical standards outlined by the Health Professions Council of South Africa (2016). The findings of the study suggested that the self-efficacy of the participant was significantly enhanced through the intervention, meaning that the working assumptions and research questions have been successfully answered. The participant appreciated the skills that he learned from the intervention and recommended it for other people in his peer groups.
Factors supporting the wellbeing of undergraduate students in health sciences
(University of Pretoria, 2023-11-30) Eloff, Irma F.; u11162474@tuks.co.za; Mofokeng, Nthabiseng Desiree
This study aimed to describe and explore factors that support the wellbeing of undergraduate students in a Faculty of Health Sciences through a positive psychology framework. This study forms part of a broader project at the university known as the Wellbeing Project. The rationale for undertaking the study was to help deepen the understanding of the factors supporting the wellbeing of undergraduate students in the Health Sciences. Wellbeing is a subjective understanding of one’s interpretation of an occurring phenomenon that has impacted one. For this reason, this study followed a convenience and purposive sampling method in selecting participants. Participants were undergraduate students enrolled in various academic programmes in the Health Sciences. These students were purposefully selected from different contextual backgrounds to try to obtain a more holistic, insightful explanation of factors affecting their wellbeing. Initially undergraduate students from the Health Sciences participated in face-to-face rapid interviews and a focus group session. For this master’s degree study one focus group session (n=6) in the Faculty of Health Sciences and 427 face-to-face brief interviews with undergraduate students in the Health Sciences were analysed. Theoretically, the positive emotions(P), engagement (E), relationships(R), meaning (M), accomplishment (A), health (H) theoretical model guided the study. In the interviews students were able to briefly describe the distinctive factors that contributed to their own wellbeing, in answer to the question “Which factors support your wellbeing at the university?” In the focus group session, they were given an opportunity to provide a more comprehensive and extensive explanation of factors that affected their wellbeing. The study reports on findings from a secondary analysis of both the interviews and the focus group.
Enhancing career development of rural learners through group-based career construction counselling
(University of Pretoria, 2023-11-24) Maree, J.G.; mthembelihle22@gmail.com; Mahlalela, Thembelihle Nancy
The lack of career guidance in schools despite its inclusion in the Life Orientation subject continues to be a challenge, particularly in rural public schools. Life Orientation is not taught effectively in South African schools, even though it is the only opportunity for learners to receive career education (Smit et al., 2015). Consequently, learners receive little or no chance to explore the world of work critically, and they leave Grade 12 undecided and ultimately end up in inappropriate fields and either drop out of university or change from one course to another, thereby greatly extending the time it takes them to complete their studies (Ngoepe et al., 2017). Research has shown that group-based career counselling that is designed specifically for the South African context can be effective in enhancing high school learners’ career development and improve career decision making (Miles & Naidoo, 2017; Maree, 2021). The aim of my research was to explore the influence of group-based career construction counselling on learners’ career development in a rural school. Data was generated by employing multiple qualitative sources to answer the research questions. These include pre- and post- intervention semi-structured group interviews, documents in the form of collages and timelines that were compiled by participants, the researcher’s reflective journal and the Career Interest Profile (CIP version 6 of Maree, 2017). Convenience and purposive non-probability sampling were used to select a group of 15 Grade 9 learners aged between 14 and 18 to participate in the study. A non-linear iterative, thematic analysis process was conducted to identify themes that emerged from the datasets (McMillan & Schumacher, 2014). The findings in this study revealed that the subject choices made in high school are a key element in children’s career development; therefore, addressing the matter early in Grade 9 can offer numerous benefits to young learners, including enhanced self-knowledge. Future research should consider assessing the value of career construction counselling in the changing world of work to benefit learners’ career development in the 21st century and beyond. Key concepts: Career guidance; Life Orientation; career development; career construction counselling; Career Interest Profile
The effect of life-design-based intervention on further education and training phase learners, career indecision
(University of Pretoria, 2023) Maree, J.G.; mahlangupeter10@gmail.com; Mahlangu, Peter Patrick
The purpose of the study was to explore the effect of a life design intervention on learners in the FET phase who attended an urban school in the district of Nkangala in the Mpumalanga Province of South Africa. The focus of the study was on a life design counselling approach as the appropriate approach for enhancing the career decision making of learners. The life design approach is a framework underpinned by the integration of career construction theory, self-construction theory, social and social constructivist theories, as well as intra-individual learning and dynamic processes such as career adaptability and career competencies (Genevra et al., 2017). A qualitative research design was chosen to study the research topic and intervention research used to answer the research questions. The intervention activities and techniques used were drawn from the Career Interest Profile (CIP, version 6) (Maree, 2017) and the life design intervention strategies as outlined by Savickas (2015), including structured and semi-structured interviews. Other techniques of qualitative data gathering included the participants’ drawings, collages, and lifelines. Thematic analysis (Clarke & Braun, 2013) was used to analyse the data. The findings of the study revealed that the life design-based intervention increased the majority of the participants’ career decision-making capacity and their career adaptability in respect of the four dimensions of career adaptability, namely concern, control, curiosity, and confidence. The study findings suggested that the learners’ career decision-making challenges had been resolved and that they were able to make informed career decisions.
The experiences of teenage pregnancy during a pandemic by mothers who are HIV-positive
(University of Pretoria, 2023-09-01) Eloff, Irma; lethabombatha03@gmail.com; Mbatha, Lethabo Rebecca
This qualitative study aimed to understand the unique psychosocial, healthcare, and economic dimensions that converged in the lives of young, HIV-positive mothers during the Coronavirus 2019 (COVID-19). The study combined a qualitative phenomenological vignette research design and exploratory case studies. The participants (n = 2) comprised purposefully selected HIV-positive teenage mothers who were pregnant during the COVID-19 pandemic. The data were gathered and generated through vignette-guided interviews and observations. The analysis comprised of crafting vignettes, member checking, and resonance readings. Subsequently, the findings reveal that the COVID-19 global pandemic intensified the pre-existing vulnerabilities faced by these young HIV-positive mothers, exacerbating adversity related to healthcare access, stigma, mental health, and economic stability. However, the participants also demonstrated remarkable resourcefulness in navigating these challenges by utilising both formal and informal support networks. Additionally, the study uncovered critical insights into the necessary adaptations and innovations in healthcare delivery for this demographic, as necessitated by the pandemic. The findings strongly suggest the urgent need for tailored interventions, comprehensive healthcare policies, and targeted support systems to address the multi-faceted needs of teenage mothers living with HIV, especially in the context of future public health crises.
Socio-economic background and the academic performance of grade one learners as mediated by parental involvement
(University of Pretoria, 2023-08) Eloff, Irma F.; suzannej36@gmail.com; Jacobs, Susan-Karin
This study focuses on the interactions between the socio-economic backgrounds and the academic performance of Grade 1 learners from two different public primary schools, as mediated by parental involvement. It was assumed that the interaction of these two elements at the entrance point of formal schooling could contribute to initiatives that minimise academic failure in the South African schooling system. One school was in the east, and the other in the west of Pretoria. These two geographical areas were purposefully chosen as they demonstrate, in general terms, two very different socioeconomic backgrounds in the Pretoria Metropole. The research question underpinning this study was, ‘How is socio-economic background mediated through parental involvement in the academic performance of Grade 1 learners?’ The epistemology of interpretivism and a descriptive case study (n=4) research methodology were utilised. The data were generated by means of observations, interviews and visual data collection. The interview data were transcribed and analysed using the Constant Comparative Method in order to generate themes. Similarly, a theme analysis was done with the visual and observation data. The findings from the study indicate that the academic performance of the participants in this study was mediated via i) The quality and the quantity of parental time spent with children and ii) Access to additional learning experiences. In addition, the study acknowledges iii) The complexity of factors that affect the academic performances of Grade 1 children from diverse socioeconomic backgrounds. I recommend that future research focus on the effects of socio-economic background on the overall development of children in the South African context. Additionally, there is a requirement for a study to measure the effects of the community’s role in learners’ academic performance in the South African context.
The effects of childhood abuse on the academic attainment and resilience of students
(University of Pretoria, 2023-12-04) Maree, J.G.; missracheku1@gmail.com; Racheku, Matsie Mary
Domestic violence is the most common and widespread form of human rights abuse in South Africa. Every day, women and children are subjected to physical and sexual assault, threats, humiliation and even murder (Divorce Laws, 2020). The violence inflicted upon children is especially lamentable because abusive childhood events have been proven to contribute negatively to health and wellness in adulthood (Beutel et al., 2017). Despite immense efforts to curb this scourge, childhood abuse remains a critical challenge facing South African society (UNICEF, 2021). According to Hmurovich (2014), the type of abuse suffered by the affected child could practically predict their future behaviour as an adult – hence he implies that adverse effects are inevitable. Werner (1996, as cited in Beutel et al., 2017) disagrees and asserts that not everyone who experienced stressful life experiences (such as childhood abuse) suffers from mental distress later in life – in fact, many adjust well. This inconsistency indicates that more research needs to be conducted on resilience and on the survivors of abuse who have defied the odds. The current study was qualitative in nature and adopted an exploratory qualitative research approach and methodologies. An interpretive research paradigm was the lens through which the data was examined. A collective case study design with elements of narrative biography was the chosen research design for this study. Six participants were chosen using purposive sampling. Data was gathered through interviews and analysed inductively using thematic analysis. The aim of the study was to gain insight into some of the factors that contributed to the academic attainment and resilience of survivors of childhood abuse. I used the Career Interest Profile (CIP) (Maree, 2018), which is a qualitative career questionnaire. In addition, I wished to discover how best survivors of childhood abuse (especially children) could be empowered and supported to reach their full potential despite adversity. Survivors of childhood abuse involved in this study were influenced by a combination of intrinsic factors to childhood abuse in the sense that childcare workers, teachers, and parents were equipped with support strategies and interventions that could be used to mitigate the negative effects of abuse.like self-efficacy, resilience, locus of control, and goal setting, as well as extrinsic factors such as agency, support systems, a sense of purpose (meaning making), and career aspirations. These factors empowered survivors to overcome Page | v past trauma and work towards resilience and academic attainment. The study potentially helped children who had been exposed.
Cognitive strategies that supported teacher resilience during the COVID-19 pandemic
(University of Pretoria, 2023-10) Ferreira, Ronel; elisma.w@gmail.com; Williams, Elisma
The adversities associated with the COVID-19 pandemic implied that teachers had to adapt to sudden change to ensure the continuation of effective teaching. More specifically, teachers had to start implementing alternative teaching methods while simultaneously coping with the challenges of the pandemic in their personal lives. Against this background the purpose of the current study was to explore and describe the cognitive resilience profile of teachers in a world pandemic by investigating the cognitive strategies that teachers employed in response to the COVID-19 pandemic. I integrated underlying concepts of the Transactional Theory of Stress and Coping, Social Cognitive Theory and resilience theory in compiling a conceptual framework. A sequential explanatory mixed methods design was implemented, nested within pragmatism. For data collection/generation and capturing/documentation, I utilised an online questionnaire (Phase 1, quantitative) that was fully completed by 240 urban school teachers, and online participatory focus groups (Phase 2, qualitative) with 24 of these respondents, supported by observation, audio-recordings, field notes and a reflective journal. Descriptive and inferential statistics were utilised for quantitative data analysis, while I followed a hybrid thematic analysis approach to analyse the qualitative data. Quantitative and qualitative results were subsequently integrated to achieve the purpose of the study. The quantitative results indicate that the teachers relied on active coping, planning, suppression of competing activities, restraint coping and instrumental social support during the time of the pandemic. Following qualitative data analysis, I also identified themes related to the nurturing of a growth mindset. Based on these findings, a relationship between the cognitive strategies that the teachers utilised in response to the pandemic and teacher resilience could be confirmed. To be more specific, my findings indicate that the teachers relied on various cognitive coping strategies to cope with the challenges they faced, resulting in them demonstrating resilience during the time of the pandemic. They used a combination of cognitive strategies, the use of which strengthened resilience. Increased levels of resilience, in turn, resulted in teachers’ enhanced ability to rely on cognitive coping strategies when having to cope with sudden change.
Parents’ perspectives of online learning for learners with ADHD
(University of Pretoria, 2023-08) Finestone, Michelle; jessicadc02@gmail.com; De Castro, Jessica
Owing to school closures in 2020 and 2021 in South Africa because of the COVID-19 national lockdown, several schools turned to online learning to continue teaching and learning despite not physically attending school. Online learning was an ideal solution to school closures; however, several disadvantages were noted, especially for learners with learning challenges and special learning needs, such as learners with Attention-Deficit/Hyperactivity Disorder (ADHD). This study analysed parents' experiences throughout the online learning process to establish if it was a beneficial mode of learning and teaching such children. The study aimed to achieve this by examining the perspectives of parents, teachers, and the deputy head principal at a primary school on the advantages and challenges experienced by children with ADHD participating in online learning. The study followed a qualitative, interpretivist approach using semi-structured interviews. An exploratory case study research design was used, and a thematic inductive data analysis was conducted to analyse the data collected. The study findings suggest that parents did not find the online learning experience enjoyable or beneficial for their children. Several factors influenced this sentiment, including substantial parental involvement, the absence of socialisation opportunities leading to hindered learning, increased distractions within the home learning environment, and a perceived lack of professional attention from teachers compared to a traditional classroom setting. Teachers and the deputy head principal support the parents’ opinion that online learning is not an ideal mode for children who experience difficulties associated with ADHD. Based on the study findings, such children experienced challenges with online learning, therefore the data indicated that in person learning is recommended for children with ADHD.
The resilience of in-service teachers enrolled in distance education
(University of Pretoria, 2023) Ebersöhn, Liesel; Graham, Marien; Aluko, Folake Ruth; u19244763@tuks.co.za; Mohapi, Selinah Matshidiso
This exploratory survey study aimed to contribute to knowledge on teacher resilience given contextual challenges synonymous with a Global South, South African context. Guided by the Social Ecologies of Resilience Theory (SERT), the study focused on traits (emotion, professionalism, motivation, sense of coherence, self-efficacy, teacher efficacy) and the contextual dimension relevant to teacher resilience given the particular setting. The study purposively sampled extant survey data (ENTRÉE-adapted survey, TRQ) of 602 teachers enrolled for distance education. Employing both descriptive and inferential statistics alongside reliability and validity analyses, the study investigated the underlying variable structure of the TRQ, revealing its robustness within the setting of in-service teachers enrolled for professional development. Results further indicated that perceived teacher resilience in the high-adversity South African space is notably high. In a space of relentless and multifarious challenges teacher resilience is enabled by the following traits intrinsic motivation, a strong belief in social cohesion within their professional community, elevated teacher efficacy, confidence in professional skills (particularly communication), motivation to inspire hope, reliance on personal competence and collegial support, emotional competence for balancing teaching motivation with life's challenges, and a strong self-efficacy belief stemming from past experiences. Conversely, traits constraining teacher resilience given this setting included aversion to obstacles, difficulty in perspective- taking, reduced confidence in conflict resolution, susceptibility to taking incidents personally, and challenges in bouncing back from setbacks.
Community perspectives on the quality of life of children in a challenged rural context
(University of Pretoria, 2023) Ebersöhn, Liesel; Kirsten.Dingle@gmail.com; Dingle, Kirsten Amy
Knowledge from Africa to conceptualise a good life for children in challenged rural contexts is scarce. This descriptive, instrumental case study investigated how community members, living in a rural, South African context, conceptualise the quality of life of children in a challenged rural space, and is framed by interpretivism and informed by Amartya Sen’s Capability Approach. Photovoice data were generated with purposively selected community members (n = 39: 11 males and 28 females) living in Mahikeng. A subset of this photovoice dataset was purposively selected and included textual (verbatim transcriptions of audio-recorded photovoice focus group interviews), as well as visual data (individual and group consensus photovoice posters). Following deductive thematic analysis, contextually relevant multi-dimensional resources were evident which, from an emic perspective, are significant to enable opportunities for a good quality of life for children in a challenged rural space in a South African province. While community-level insights foregrounded especially cognitive resources to enable a good life for children given the challenged context, pertinent Afrocentric cultural and social, as well as psychological resources were also common, with physical and environmental resources germane to the topic being less recurrent. Silences in the data (economic resources, childhood friendships, violence in schools, HIV and AIDS, and tuberculosis) require further study. An evidence-based conceptual framework on community perspectives on the quality of life of children in a challenged rural context is proposed – with salient extrinsic and intrinsic conversion factors indicated for collective agency to utilise capabilities as functionings.
Educators’ experiences of the implementation of the inclusive education policy over a twenty-year period
(University of Pretoria, 2023-10-03) Mampane, Motlalepule Ruth; u11149452@tuks.co.za; Lines, Stephanie
The purpose of this study was to provide a deeper understanding of how educators experience the inclusive education policy and the implementation thereof in their classrooms. The study made use of a multiple-case study research design where two schools in Mpumalanga were selected, and each considered as a case. Data generation and documentation strategies included face-to-face, semi-structured interviews that took place at the educators’ place of employment. An inductive thematic analysis of the data was applied to analyse the data. The findings of the study indicate that educators have a sound understanding of the inclusive education policy, but are not confident to implement the policy. Educators’ attitudes were both positive and negative. The majority of educators could provide clear strategies of how they adapt the curriculum to accommodate the needs of individual learners who require additional educational assistance. It can be concluded that educators accommodate learners regardless of their attitude towards inclusive education. Educators face challenges such as insufficient resources and funds, a lack of training, as well as overcrowded classrooms. The study recommends that funds, resources and workshops should be made available to assist educators on this journey.
Structural support to promote the wellbeing of grade seven teachers working with learners with Dyslexia
(University of Pretoria, 2023-10-31) Kgopa, Bontle; Wilson Fadiji, Angelina; ledwabakarabos@gmail.com; Ledwaba, Karabo Sharon
The policy of inclusive education in South Africa stipulates that learners with learning difficulties such as dyslexia need to be integrated into mainstream schools. Existing research highlights that teachers in mainstream schools, also known as full-service schools, experience challenges when working with learners with dyslexia. A qualitative study using semi-structured interviews was conducted to explore the teachers’ perceptions of structural support that is provided by the Department of Education (DoE) district and their wellbeing experiences. Five Grade 7 teachers and two district officials (n=7) were purposively selected as participants for the study. Data sources comprised verbatim transcripts of the interviews, field notes, and audio recordings. Interpretative Phenomenological Analysis (IPA) served as the data analysis method. Four key themes emerged from the findings, three of which directly addressed the primary research question. These themes included multifaceted structural support, teachers' experiences of structural support, and the wellbeing of teachers working with learners with dyslexia. The study revealed that there is an imbalance between the support provided and the department's expectations. Diverse experiences were shared by teachers, and it emerged that the majority of teachers faced stress and burnout due to inadequate support. Recommendations to enhance support for teachers working with learners with dyslexia are made to the DoE, educational psychologists, and policymakers. The South African education system's commitment to inclusive education makes it crucial to prioritise wellbeing and provide adequate support for teachers implementing inclusive practices.
The spiritual underpinnings of emerging adult resilience amidst COVID-19 stressors and community disadvantage
(University of Pretoria, 2023-08-30) Theron, Linda; makgotla.beverly@gmail.com; Seabi, Beverly
My study is a sub-study of the project titled: “The multisystemic sources of human resilience to COVID-19-related stress: Learning from emerging adults in India and South Africa project”. This study aimed to investigate the personal, social, structural, and ecological resources associated with emerging adult resilience to COVID-19-related stress, as reported by a sample of Indian and South African emerging adults from disadvantaged communities. The purpose of my study of limited scope was to explore how spirituality as part of African ways of being and doing supported the resilience of emerging adults challenged by structural disadvantage and COVID-19 stress in South Africa. Following the Social-Ecological Theory of Resilience (which frames my study), I define resilience as the capacity to function well despite being exposed to challenges that are significant enough to impair functioning and disturb development. I used a qualitative approach and followed a phenomenological research design to achieve this purpose. The study involved 293 emerging adults (aged 18 to 29) from disadvantaged communities in Gauteng who had experienced COVID-19-related stress. Out of the 293 participants, 98 reported having spiritual resources. The data was generated by the participants using the Draw-and-Write methodology. I used reflexive thematic analysis to analyse the data. I found that spirituality provided comfort, encouraged grit and inspired hope for a better future. My study addresses the lack of attention given to spiritual resources of resilience, particularly among African emerging adults in disadvantaged communities.
Social connectedness and resilience among emerging adults challenged by urban disadvantage and COVID-19
(University of Pretoria, 2023-08) Theron, Linda; estee994@gmail.com; van Niekerk, Estee
This study is a sub-study of an existing study titled, ‘The multisystemic sources of human resilience to COVID-19-related stress: Learning from emerging adults in India and South Africa (RYSE-SAIn)’ (Ethics clearance: UP17/05/01 THERON). RYSE-SAIn aims to investigate resources associated with emerging adult resilience to COVID-19-related stress in disadvantaged communities. The purpose of my study of limited scope was to describe the relational resources that emerging adults have identified as resilience-enabling. In my study, which was framed by the Social Ecology Theory of Resilience, resilience, specifically in the face of significant adversity, is defined as the capacity to adapt successfully. To fulfil the aforementioned purpose, I conducted a qualitative study using a phenomenological research design. The draw-and-write method was used to generate data from 293 participants, aged 18-29 years, who were living in urban disadvantaged areas in Gauteng, South Africa. I analysed the data through inductive thematic analysis. Three themes were identified: ‘Social Connectedness Offers Emotional Comfort’, including the sub-themes: Stirring Courage and Creating a Sense of Connectedness; ‘Social Connectedness Provides Resources and Practical Assistance’; and ‘Social Connectedness Facilitates Access to Enabling Information’. The themes indicate that emotional support was central to enabling the resilience of emerging adults. Family was voiced repeatedly as central in resilience-enabling relationships. These findings enhance knowledge of relational resilience and provide insight into which relational supports emerging adults identify as most meaningful. Educational psychologists wanting to promote the resilience-enabling processes of emerging adults should recognise the extent to which emotional support contributes to emerging adult resilience.

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