Structural support to promote the wellbeing of grade seven teachers working with learners with Dyslexia

Abstract

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.