Relational well-being experiences of rural primary school teachers in South Africa

Abstract

Places of work demand a great deal from individuals, and as such, are often associated with pressures which reduce their well-being. Teachers, particularly those teaching in rural schools, are not spared such challenges. Most studies focus on the resources that affect and contribute to the well-being of teachers. Little is known about the relational experiences and meaningful relationships that contribute to teachers’ well-being, particularly in rural schools. Relationships are important to an individual’s well-being. Therefore, the aim of this study is to understand relational experiences and meaningful relationships that contribute to the well-being of teachers teaching in rural primary schools. The sample for this study consisted of ten teachers, male and female, with teaching experience of five years and above from quintile 1-3 ordinary rural schools in South Africa. The sample selected for this study was purposive. The data were obtained through semi-structured interviews that were then thematically analysed. The study’s findings reveal that schools can be spaces conducive to experience and forming positive interactional relationships. Additionally, teachers thrive through meaningful relationships such as nurturing interpersonal collaboration, finding purpose in life, fulfillment, and valued relationships. Such relationships enable teachers to strive for their best work performance. Encouraging interventions that allow teachers to experience positive and meaningful relationships is therefore recommended. Positive interactional relationships enhance the well-being of teachers and contribute to the success of education at large.