Challenges, rewards and coping strategies associated with teachers' well-being in the 21st century

Abstract

Teachers in the South African education system face numerous challenges which negatively impact their well-being, contributing to the high attrition rate in the teaching profession. As few studies in the South African context focus on teacher well-being, this study fills the gap by exploring how teachers experience profession-related challenges and how it affects their well-being. By merging the Force Field Model (Samuel & Van Wyk, 2008) and the PERMA Model (Seligman, 2011) a theoretical framework, four forces, namely contextual, institutional, programmatic and biographical were used as a lens to explore the push and pull factors that impact teachers’ well-being. Moreover, this study explored how teachers address their well-being. Data were collected in three stages by means of electronic open-ended questions, eight semi-structured individual interviews (case studies) and a semi-structured expert interview. A total of 119 participants took part in the qualitative inquiry. The findings have revealed that factors that teachers identified as pushing them away from the profession relate to unsatisfactory remuneration, lack of resources, uninvolved parents, learner diversity and an overwhelming workload. Pull factors that keep them in the classroom despite difficult circumstances involve the stability and convenience of a teaching career, feeling valued and being passionate about facilitating learning. Moreover, the study revealed that, depending on the degree and character of the push factors, some teachers resort to negative coping methods, such as absenteeism, tardiness, lack of interest in learners, or using teaching time for other pursuits. On the other hand, some teachers seek help from colleagues and other educational role players, such as the senior management and parents. As a result, connectivity – its presence or lack thereof - as an overarching theme describes the key coping method used by teachers to address their well-being. Teachers' positive relationships with their colleagues, management, and spirituality support them in dealing with the daily challenges of a school context. Passion and dedication are expressions of a teacher's connection to the profession. This study provides a more comprehensive understanding of how the current classroom context affects teachers' well-being. If teachers' well-being is not prioritised, by addressing the many challenges in a practical way, the education community may suffer long-term effects as more teachers leave the profession. As a result, recommendations include research into how the idea of connectedness might help teachers improve their well-being as well as how various relationships in teachers' life may contribute to their well-being. A well-being framework also paves the way for the establishment of such a framework to guide teachers in dealing with challenges that may arise during their careers.