Resilient educators support programme for HIV and AIDS affected life orientation educators in Mpumalanga : an evaluative study

Abstract

A need for the support programme for educators affected by HIV and AIDS was identified by Prof. Linda Theron of the North West University (Vaal Triangle Campus). Through the needs analysis done, it was discovered that there is a need for a programme that will address the challenges of educators who are affected by HIV and AIDS. The Resilient Educators support programme (REds) was designed. The ultimate aim of REds is to support and empower educators who are affected by HIV and AIDS. The REds programme was first developed and implemented in 2006 in the Gauteng Province. From the first evaluation study an improved version was launched in 2007. This study evaluated the third version of REds with the view to be improved, if necessary, so that South African educators may benefit from participating in the programme. However, the third version focused exclusively on Life Orientation (LO) educators who are affected by HIV and AIDS. The goal of this study was to evaluate the effect of the REds programme (third version) on the Life Orientation educators who are affected by the HIV and AIDS pandemic in Mpumalanga. The study followed the mixed method research approach. The dominant-less dominant model was adopted in the study where a quantitative approach was dominant and a qualitative approach was less dominant. In this study evaluative research, as a sub-type of applied research, was adopted. In the quantitative approach, the data was collected through a standardised instrument, ProQol, and in the qualitative approach, through semi-structured interviews with LO educators and a focus group interview with the School Management Team (SMT). The data was collected prior to and after exposure to the programme. There were nine LO educators, from two different high schools at Embalenhle Township (Secunda, Mpumalanga) who participated in the programme. Availability sampling, also known as convenience sampling, was used when recruiting the participants. The findings of both research approaches proved that LO educators were empowered through attending REds. In the quantitative findings, it was found that REds empowered and supported participants in a statistically significant manner, while the qualitative findings revealed that the participants gained knowledge on essential skills that assisted them to deal with issues of HIV and AIDS, amongst others, in the education environement. Through the findings it can be concluded that the REds programme managed to empower and support LO educators who were affected by HIV and AIDS. In this study REds was thus found to be effective. Nevertheless, some recommendations are offered to improve the programme further.