School leadership and teachers with HIV/AIDS : stigma and discrimination in Gauteng Province schools

Abstract

Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS. This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narrative inquiry research design within the qualitative research approach was used with purposive and network sampling of participants. The sample consisted of ten handpicked principals and eight teachers living with HIV/AIDS accessed through network sampling from around the province. Data were collected through narrative interviews and the compilation of a reflective diary. The data were analysed according to the qualitative content analysis method. Consent was elicited from participants with confidentiality, anonymity and trust maintained throughout the study. The participants’ most common responses were that teachers living with HIV/AIDS are faced with the dilemma of disclosure and stigma and discrimination. This research showed that principals are experiencing a range of challenges due to teachers living with HIV/AIDS. The goals of quality education are often defeated because of the challenges surrounding teachers living with HIV/AIDS. Once teachers succumb to the opportunistic illnesses associated with HIV/AIDS, their productivity deteriorates. Principals were clear about the inadequacy that they experience in responding to HIV/AIDS-related issues amongst teachers. They lack the training and management skills to develop long-term strategies to mitigate the impact of HIV/AIDS on teaching and learning. Teacher absenteeism is rife, causing drastically detrimental effects to teaching and learning programmes and posing serious challenges to principals, who are not equipped with the required information and resources. It was evident in this research study that infected teachers often fail to take responsibility or disclose their status; instead, they look to principals for solutions to their HIV/AIDS-related problems.