Abstract:
Teachers face increased workplace challenges in South Africa.
Through a process of intervention research, this study aimed
to develop and evaluate the efficacy of a work-based support
programme for teachers. Maslow’s hierarchy of needs was adopted
as the theoretical framework informing both programme design and
evaluation. Teachers (n = 10) were recruited through simple random
sampling in the North West Province, South Africa. Qualitative data
were collected through focus group discussions before and after
exposure to the programme. Data were thematically analysed.
Pre-exposure findings supported existing literature that states that
teachers face numerous malleable workplace challenges such
as learner indiscipline, parental disengagement, overcrowded
classrooms, considerable administrative work and burnout. Postexposure findings indicated that the programme mitigated teachers’
perceived weaknesses and seems to have enabled them to cope
with and manage their workplace challenges. It is concluded that
the programme facilitated a process to enable participants to
navigate towards self-actualisation and reaching their full potential
in the work environment. Recommendations are offered for the
further implementation of the programme and in addressing workbased challenges experienced by South African teachers.
