SDG03 Good health and well-being

Permanent URI for this collection

https://uir.unisa.ac.za/handle/10500/30859

Browse

Now showing 1 - 5 of 202

A teacher-centric and holistic framework for improved wellbeing of public-school teachers in the Eastern Cape Province
(2025-01) Faku, Dumaza
Teachers in the 21st century always face stressful situations that can affect their wellbeing in the workplace. Teacher wellbeing is compromised by many and varied factors, challenges, and risks. First among the challenges are teachers’ experiences of occupational stress. Occupational stress is influenced by government and departmental policies, leadership style, school culture, level of autonomy, administrative and collegial support, workload, and physical work environment. Stress negatively affects teachers’ wellbeing. Currently, there is a lack of research focusing on holistic frameworks of teacher wellbeing to assist teachers and school management teams to adapt to the foregoing challenges experienced in the workplace. The purpose of the study is to develop a teacher-centric and holistic framework for improved wellbeing of public-school teachers in the Eastern Cape province. This study is guided by post-positivism and employed mixed methods research. The study followed a sequential explanatory design. The target population in this study includes all permanent teachers in public- schools in different categories, such as teachers, HoDs and principals. A cluster sampling technique was applied to draw the sample for the survey to get a reasonable representation. The sample for the quantitative phase comprised 500 participants and 18 participants were purposively selected for the qualitative phase. Data were collected using questionnaires and interviews. The quantitative data was analysed using confirmatory factor analysis, exploratory factor analysis, Rasch analysis, multiple analysis of variance, multiple regression analysis, and correlation analysis. The qualitative data was analysed using thematic analysis. The findings of the study revealed that teachers are not adequately equipped to address psychosocial challenges that they encounter in schools. Furthermore, the findings revealed that the wellbeing of teachers in the Eastern Cape province is not in a good state, due to poor physical and work conditions. The study answered the central research question by developing a teacher-centric and holistic framework. This study thus contributes to the limited body of research on teacher wellbeing. An integrated teacher-centric and holistic framework for improved wellbeing for public-school teachers in the Eastern Cape province was developed to assist teachers in dealing with challenges that affect their wellbeing.
A strategy to reduce neonatal mortality in Addis Ababa, Ethiopia
(2024-08) Kidist Engida Kelilie; Mmusi-Phetoe, RM
This study aimed to investigate the determinants of neonatal mortality that remains a significant public health challenge in Addis Ababa, Ethiopia, despite improvements in healthcare delivery system infrastructure. The study employed a convergent mixed cross-sectional study design, using both quantitative and qualitative research techniques. Quantitative data were collected from 400 medical records of mothers of deceased neonates in four selected hospitals in Addis Ababa, Ethiopia. Qualitative data were collected through semi-structured interviews with the mothers/ caregivers whose newborn babies were hospitalised due to pregnancy and childbirth-related illness or complications, and from purposefully selected health professionals working in neonatal intensive care units (NICUs) of four hospitals. The quantitative data were analysed using SPSS version 28 software, while qualitative data were analysed by using Colaizzi’s seven-step method for data analysis. Results of the study revealed that the leading causes of neonatal mortality at the selected hospitals were preterm birth complications (33.5%), sepsis (29.75%), intrapartum-related complications (perinatal asphyxia) (27.75%) and the remaining 9% died from birth defects and meconium aspiration. Furthermore, the poor socioeconomic status of several of the studied mothers related to accessibility and affordability of health care services were found to contribute to increased risk of neonatal mortality. Importantly, the study found that the awareness level of mothers about their health status before and during pregnancy and in delivery and post-delivery periods played a critical role in determining the health status of the neonates. In response to the findings identified, the researcher developed an alternative strategy that would help to reduce neonatal mortality rates (NMR) in Addis Ababa, Ethiopia. The strategy primarily focuses on the need for the government (policy makers)to increase focus on the identification of neonatal mortality determinants. The study further calls on stakeholders and partners to support improving the quality of maternal and newborn services.
Experiences of registered midwives implementing Basic Antenatal Care Programme at a clinic in Capricorn District, South Africa
(2019-06-10) Moremi, Dendeza Rachael; Lumadi, Thanyani Gladys
The purpose of this study was to explore the experiences of registered midwives implementing Basic Antenatal Care Programme at a clinic in Capricorn District, South Africa. Qualitative descriptive design was conducted to explore and describe the experiences of registered midwives implementing Basic Antenatal Care programme. Data was collected through face-to-face semi-structured interviews with 6 purposively selected midwives until data saturation was reached. Interviews were tape recorded, transcribed and thematic analysis done using Ajjawi and Higgs’ six steps of qualitative data analysis. Conclusion was made from the themes that emerged from this study that the midwives accept the Basic Antenatal Care programme despite the challenges of shortage of equipment both material and human. Lack of support during implementation of the programme was also revealed in this study.
Physical sciences teachers' experiences of online teaching during the COVID-19 Pandemic
(2023) Osei-Asiamah, Joel; Mokiwa, Hamza Omari
The inspiration for this study came from the researcher's own learning experiences during the COVID-19 pandemic. This researcher's experience made them consider how practical learning is essential for scientific learners. The purpose of the research was to determine how physical science subjects are taught and learned in high schools in the Amajuba District of KwaZulu-Natal. To explore the phenomenon, a mixed-method approach was employed which combined qualitative and quantitative approaches. Educators who were involved in teaching physical sciences were the target demographic for this study. There were three stages to the data gathering. In the first stage, the quantitative data were collected from 120 teachers through a structured closed-ended questionnaire. In the second stage, qualitative data were collected from 10 physical sciences teachers through in-depth interviews. For the qualitative approach, the interview guide and open-ended questions were used, and a face-to-face in-depth interview was conducte
The role of dysfunctional environments in the academic performance of learners in three primary schools in Tshwane South District
(2024-07-29) Sekhula, Pertunia Ntebaleng; Motseke, M. J.
This study focused on the role of dysfunctional environments in the academic performance of learners. Dysfunctional environments are defined as a situation in which the physical, emotional and psychological wellbeing of individuals is not promoted or supported. The study was qualitative in nature. Semi-structured interviews were used to collect data. The thematic approach was used to analyse the data collected. Nine teachers who worked with learners from dysfunctional environments participated in the study. The purposive sampling technique was used to select the participants. The data analysis led to the identification of several themes: problems at home, insecure environments and poor parental involvement. In an attempt to support these learners, teachers treated them well, and showed them love. It was recommended that schools should appoint psychologist and invite parents to schools for discussions of learners' behaviour.

Browse

Recent Submissions