The purpose of this study was to explore and describe the experiences of teachers fulfilling the role of facilitators of the STAR intervention with fellow teachers at two neighbouring schools. The study constituted part of a broader research project that commenced in 2003, at a primary school in the Eastern Cape. At the time of the current study, seven of the ten teachers who participated in the initial study were replicating the initial study’s strategy in two neighbouring schools in an attempt to assist the teachers in providing psychosocial support. In an attempt to explore the experiences of the teacher-facilitators I observed a STAR intervention session (November, 2008), that involved four participants facilitating a STAR intervention session at the neighbouring school. Following my observation of the intervention session, I co-facilitated a focus group, exploring the teacher-facilitators’ experiences in fulfilling the role of peer-facilitators. Two days after the first focus group, I co-facilitated a follow-up focus group for the purpose of member-checking. In addition, I relied on field notes and visual data as data sources. Based on the data analysis that followed, three main themes emerged. Firstly, the teachers seemed to ascribe meaning on a personal level in terms of their experiences as facilitators of STAR. They experienced joy in sharing knowledge and enabling others, feelings of self-worth and self-confidence, personal development and growth, as well as confirmed commitment and motivation. Secondly, they experienced a shared voice in the community, in response to the peer-facilitation of STAR, referring to appreciation and trust that inspired enthusiasm for participation in various school-community systems and a sense of community as outcome of facilitation. Thirdly, participants identified aspects related to being a peer-facilitator, in terms of overcoming feelings of uncertainty and concern, working as a team, relying on creative problem solving when dealing with potential challenges, and extending the scope of facilitation. Based on the findings of the study I concluded that the participating teachers experienced the facilitation of STAR in a positive manner on both a personal and professional level. As a result of their positive experiences, they seemed to become even more committed and motivated than initially, to support their community through the facilitation of STAR. Their positive experiences seemingly influenced their perceived development in terms of self-efficacy beliefs and actualisation, which in turn enhanced their personal and professional growth, thereby forming a cycle of improved positive experiences on various levels.
Pienaar, Hendrik Elmo; Muller, Julian C.(AOSIS Open Journals, 2012-12-05)
Since the 1970s along with the resurgence in practical philosophy new possibilities opened
up in our understanding of the place for and purpose of practical theology. The repositioning
of practical theology as a fully ...
Strauss, P.G. (Petrus Gerhardus); Meyer, Ferdinand; Kirsten, Johann F.(Agricultural Economics Association of South Africa, 2008-09)
This article presents a deterministic farm-level model developed to link to an existing
partial equilibrium sector-level model of the grain and livestock sectors of South
Africa. The objective is to create a linked system ...
Sartorius, Kurt; Kirsten, Johann F.(Elsevier, 2007)
The industrialization of agriculture and the potential problem of small-scale farmer marginalization calls for a fresh approach to the design of agribusiness supply chain arrangements in developing countries. The objective ...