BACKGROUND : When Public Adult Learning Centres (PALCs) were transferred to the
Department of Higher Education and Training and renamed as Community Learning Centres
(CLCs), educators increasingly experienced insecurity about the continuity and stability of
OBJECTIVE : This article, which aimed to address this gap, presented a multiple case study
design within an interpretivist paradigm. Drawing on Kurt Lewin’s three-stage theory as an
underpinning theoretical framework, we explored the educators’ experiences and the effects
of the transitioning.
METHOD : Data were collected through face-to-face semi-structured interviews with 6 African
male teachers between the ages of 35 and 50 years.
RESULTS : Our findings suggested that educators became anxious and insecure regarding their
jobs. They became aggrieved because they were not consulted on or communicated with
regarding the transitioning and management change in the CLCs. Educators experienced
dissatisfaction, disillusionment, stress, confusion and depression and feared for the loss of
their jobs because of the change in work environment and management.
CONCLUSION : Recommendations that the Departments of Education should ensure that
employees have a sound knowledge and understanding of the issues of transition and change
management were implied. Consultation, communication, training and development should
have been planned for all educators affected by the transitioning to avoid stress and anxiety