Sustainability of psycho-social support by teachers to enhance resilience in a school

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dc.contributor.advisor Mohangi, Kesh en
dc.contributor.advisor Ebersohn, L. (Liesel) en
dc.contributor.advisor Ferreira, Ronel en
dc.contributor.postgraduate Bagherpour, Samiramis en
dc.date.accessioned 2013-09-06T20:53:34Z
dc.date.available 2011-06-15 en
dc.date.available 2013-09-06T20:53:34Z
dc.date.created 2011-04-11 en
dc.date.issued 2011-06-15 en
dc.date.submitted 2011-06-08 en
dc.description Dissertation (MEd)--University of Pretoria, 2011. en
dc.description.abstract The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the Eastern Cape. More specifically, the study explored how insights into sustainable psycho-social support by teachers might inform knowledge on resilience in schools. The study forms part of the broad STAR (Supportive Teachers, Assets and Resilience) research project that has been ongoing since 2003. The current study utilised Interpretivism as metatheory and Participatory Reflection and Action (PRA) as methodological paradigm. A case study design was selected, with eight purposefully selected primary school teachers as participants, who have been involved in the STAR project since 2003. Two field visits were undertaken for data collection purposes. The participants took part in two PRA-based workshops, with the second workshop taking the form of a member checking session. In addition to the PRA-based workshops, I relied on observations, field notes, photographs, audio-recordings and a research diary as data collection and documentation strategies. Subsequent to thematic data analysis four main themes emerged. Firstly the importance of teamwork in sustaining psycho-social support initiatives was identified, with the various roles and responsibilities within the team, and school management acting as a silent partner emerging as sub-themes. Secondly, participants highlighted collaboration (with the University of Pretoria, community and other schools) as underlying reasons for sustaining support efforts. Thirdly, participants regarded acknowledgement by others as motivating factors, with reference to acknowledgement on multiple levels and acknowledgement resulting in self-confidence as sub-themes. Finally, participants focused on teacher identity as the determining factor for sustaining psycho-social support initiatives, referring to being in a caring profession, putting children first, being change agents in the community and being committed and dedicated. Based on the findings of the study, I can conclude that sustaining psycho-social support seemed to establish the school as a protective resource to promote resilience. The acknowledgement of teachers’ abilities and capabilities similarly had a positive effect on teachers’ identification and mobilisation of assets and resources in collaboration with community partners, which in turn positively impacted teachers’ confidence. Additional information available on a CD stored at the Merensky Library on Level 3 en
dc.description.availability unrestricted en
dc.description.department Educational Psychology en
dc.identifier.citation Bagherpour, S 2010, Sustainability of psycho-social support by teachers to enhance resilience in a school, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/25346 > en
dc.identifier.other E11/258/gm en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-06082011-154102/ en
dc.identifier.uri http://hdl.handle.net/2263/25346
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Psycho-social support en
dc.subject Resilience en
dc.subject School-based support en
dc.subject Sustainability en
dc.subject Star intervention en
dc.subject Participatory reflection and action en
dc.subject Teachers en
dc.subject UCTD en_US
dc.title Sustainability of psycho-social support by teachers to enhance resilience in a school en
dc.type Dissertation en


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