Teacher well-being in a rural Mpumalanga secondary school environment : a positive psychology perspective

Abstract

Teacher well-being is one of the cornerstones of our education system in South Africa. Research indicates that teachers experience multiple challenges regarding their well-being. Drawing from Bronfenbrenner’s bio-ecological model, asset-based approach and positive psychology perspectives, this qualitative phenomenological study explored how teachers perceive their well-being in relation to multiple challenges they experience in a rural secondary school context. Two secondary schools were purposively selected in the Mpumalanga Province. A sample of fourteen secondary school teachers, seven from each school was purposively selected to participate in the study. Data sources include transcribed semi-structured individual interviews, focus group discussions, document analysis, and a research journal. Thematic analysis was used to analyse data and generate themes, sub-themes, and categories. The findings demonstrate that teachers face multisystemic challenges, especially with regard to limited support for their chronic medical conditions that affect their well-being. By employing an asset-based and positive psychological (PERMA) approach to well-being, teachers might be empowered to identify and mobilise assets and resources to address the issues they experience in their ecosystemic contexts. The research findings may contribute to existing knowledge bases within the fields of education, teacher well-being, and psychology. A better understanding of teachers’ experiences regarding their well-being could lead to more efficient teacher development and support programmes that foster well-being.