The purpose of this study was to explore the work-life balance (WLB) of Black
African high school educators in an African context. African high school educators
are confronted with multifarious and unique work-life challenges such as excessive
workloads, resource shortages, indiscipline, a lack of parental involvement and
abnormally high teacher-pupil ratios, which presented an opportunity to explore the
research question: “How do Black African educators experience WLB in a high
school context?” For an in-depth inquiry, a qualitative research approach was
employed, using a hermeneutic phenomenological methodology. Data was collected
using semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was
employed to analyse data. The outcomes of this inquiry confirmed contemporary
research on the subjectivity of WLB, which is evident in the manner in which Black
African high school educators allocate time, energy and attention. The findings
demonstrated that Black African high school educators have mixed experiences of
WLB as both work-life conflict and work-life enrichment, which hinders their ability to
fully integrate these two domains. Based on the outcomes of the inquiry, organisations can formulate policies and adopt work-life strategies that promote wellbeing
of educators so that they can operate optimally in both work and life domains.
Inhloso yalolucwaningo bekuwukuhlola ibhalansi yempilo yomsebenzi pheqelezi
ngokufingqiwe, yothisha basezikoleni zamabanga aphezulu abamnyama base-Afrika
esimeni sase-Afrika. Othisha basezikoleni zamabanga aphakeme base-Afrika
babhekene nezinselelo eziningi neziyingqayizivele yokuphila komsebenzi
njengomthwalo omningi, ukushoda kwezinsiza, ukungabi nasimilo, ukuntuleka
ukuzibandakanya kwabazali kanye nezilinganiso eziphakeme ngendlela engavamile
zothisha nabafundi, okunikezwe ithuba lokuhlola umbuzo wocwaningo: “Othisha
abamnyama base-Afrika bayithola injani ibhalansi yempilo yomsebenzi esikoleni
samabanga aphakeme?” Ukuze kwenziwe uphenyo olunzulu, kusetshenziswe
indlela yocwaningo elisezingeni eliphezulu, kusetshenziswa indlela yocwaningo lwehermeneutic
phenomenological. Umniningwane noma i-datha iqoqwe
kusetshenziswa izingxoxiswano ezingahlelekile. I-interpretive Phenomenological
Analysis (IPA) yasetshenziswa ukuze kuhlaziywe idatha. Imiphumela yaloluphenyo
iqinisekise ucwaningo lwesimanje mayelana nokuthobela, okubonakala indlela othisa
basezikoleni zamabanga aphezulu base-Afrika abamnyama ababa ngayo isikhathi
Amandla nokunaka. Okutholakele kubonise ukuthi othisha basezikoleni zamabanga
aphezulu abamnyama base-Afrika banolwazi oluxubile lwe-WLB njenga lokhu okubili
ukungqubuzana kwempilo yomsebenzi nokunothisa impilo yomsebenzi okuvimbela
amakhono abo okuhlanganisa ngokugcwele lezi zizinda ezimbilia. Ngokusekelwe
emiphumeleni yophenyo, izinhlangano zingakha izinqubomgomo futhi zisebenzisa
amasu empilo yomsebenzi akhuthaza inhlalakahle yothisha ukuze bakwazi
ukusebenza ngokugcwele kuzo zombili izizinda zomsebenzi nempilo.
Morero wa nyakišišo ye ke go hlotletša work-life balance (WLB) ya Batutiši ba dikolo
tše di phagamego ba Bathobaso ka tshwaragano ya se Afrika. Baruriši ba
Bathobaso ba mekamekane le mehutahuta le moswananoši wa mabothata a worklife
a go swana le morwalo wa mošomo wo mo ntši kudu, tlhokego ya methopo,
maitshwaro a baithuti, tlhokego ya botšeakarolo ba batswadi le direšio tša go
setlwaelege tša barutuši le barutwana, tše di hlagišitšego monyetla wa go hlotletša
potšišo ya nyakišišo: “Barutiši ba Bathobaso ba itemogela bjang WLB
tshwaraganong ya sekolo?” Go nyakišišo ye e tseneletšego, dinyakišišo tša mokgwa
wa khwaliteitifi o šomišitšwe, go šomišwa methotolotši wa fenomenolotši ya
hemeniki. Go kgobokantšhitšwe data ka tšhomišo ya dipoledišano tša semistructured.
Intepretive Phenomelogical Analysis (IPA) e šomišitšwa go sekaseka
data. Dipoelo tša nyakišišo ye di netefaditše dinyakišišo mo go sapotšektifiti ya WLB,
ye e bonalago ka mokgwa woo baruti ši ba Bathobaso abago nako, maatla le go fa
šedi.
Tše di hweditšwego di laeditše gore barutiši ba Bathobaso ban a le maitemogelo a
go fapafapana a WLB go swana le thulano ya work-life le kaonafatšo ya work-life,
tše di thibelago bokgoni bja bona bja go hlakanya di domeini tše pedi tše. Go ya ka
dipoelo tša nyakišišo, mekgatlo e ka hlama melaotheo (policies) gomme di thwale
disetratetši tše di godišago gobeng botse ga barutiši gore bankgone go šoma ka
botlalo mo go mošomoi le didomeine tša bophelo.
