The purpose of this study was to explore teachers’ hope-experiences with learners in an inclusive classroom context. Identifying the presence of hope within an inclusive classroom through teacher experiences may contribute towards a greater understanding and awareness of the role that hope plays in supporting teachers who are pressured by the challenging demands of achieving excellent results within an inclusive context. Hope Theory was used as a theoretical framework, Interpretivism as an epistemological paradigm, with a qualitative research approach guiding the study. Data was collected from three participants (teachers). Face to face, interviews were conducted with the three participants. Open-ended questions were used in this study, to allow them to give as many details as possible so that the researcher could have a clear picture of their hopes and experiences. Thematic data analysis was used in this study in order to identify emerging themes from the participants.
Teachers’ hope-experiences were influenced by various levels of hope, as mentioned in Hope Theory and had an impact on learners to develop hope. Some of the findings included Affective experiences, Extrinsic pathways, Hope-goal deterrents and Hope-agency inspiration. The need for interventions in the form of support structures and for an improved student-teacher training curriculum that includes inclusive education was identified. This research may contribute towards bringing a new perspective to policy makers. It can point to ways to increase hope in teachers, which may filter down to learners. This could be beneficial to South Africa as a whole, as inclusive education is integral to our national education policies.
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2019.