Exploring teacher experiences of subjective well-being during a pandemic

Abstract

This study explored the lived experiences of subjective well-being held by South African private school teachers during the COVID-19 pandemic. Teacher well-being during the pandemic is a growing priority in educational research. While South African studies primarily focus on teacher well-being in public schools, the research does not adequately represent private school teachers' experiences in the evidence base of prior and recent studies. This qualitative study employed an interpretative phenomenological research design, photovoice data, narrative reflections, and semi-structured interviews analysed through a systematic visuo-textual analysis and interpretive phenomenological analysis frameworks to conceptualise the experiences of eight teachers employed at private schools. The findings indicated that teachers experienced both a longing for connection and increased job demands. The teachers used various protective factors to cope with feelings of anxiety, frustration, and loneliness, such as quality time with family, gratitude, mindfulness, religious activities, and exercise. The study generated new insights into teacher well-being by utilising various creative research methods and providing a voice to an under-represented group. Recommendations include further research into the influence of teaching during a crisis and the integration of technology on teacher well-being.