Abstract:
This research investigated teachers’ self-efficacy in delivering comprehensive sexuality education (CSE) within the two specialised schools accommodating learners with visual impairment (LVI) in the Free State. These schools are geographically distant, under separate educational districts, serving over 353 learners from Grade R to Grade 12. The study is also an integral part of a broader initiative to develop a CSE curriculum specifically for LVI students. Teachers encounter unique challenges when teaching CSE, implying significant responsibilities and multifaceted functions within their classrooms; therefore, strategies to encourage teachers’ self-efficacy in teaching LVI students are imperative. The study exploited interpretive epistemology and a social constructionist ontology, emphasising a collective perception of reality through shared meanings and contextual understanding across social and experimental contexts. Qualitative data were generated using Focus group discussions and interviews to explore the resources essential for LVI teachers in teaching CSE. A purposive sampling technique was employed to select participants with experience interacting with visually impaired learners in the Free State. The study included eight participants—four teachers from each of the visually impaired learners’ schools (n = 8: 4 teachers of the visually impaired learners per school). Inductive thematic analysis was applied to analyse the qualitative data collected. The study identified three emerging themes—collaboration and support, teachers’ observations and ideas regarding CSE for LVI, teacher training and professional development. The results are expected to inform the Department of Higher Education and Basic Education, in collaboration with other universities, in developing a qualification suitable for training prospective LVI teachers within their curriculum courses.
