Teachers’ work in a context of adversity.
Loading...
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigated the nature of teachers’ work in a context of adversity at Shivta
Primary School. The school is situated in an underprivileged rural township in
KwaZulu-Natal known as Kalika.
Social constructionism was adopted as the theoretical framework for the study and the open
systems theory and Morrow’s formal and material elements of teachers’ work were employed
to examine the nature of such work in a context where students hail from low socioeconomic
backgrounds.
A qualitative ethnographic approach was used to collect data. Interviews, focus groups and
observation were used to examine the nature, complexity and demands of teachers’ work in a
context of adversity. While teachers are expected to comply with national norms as well as
those formulated by school management, teaching in a context of adversity generates
additional challenges.
The study’s results revealed that teachers’ work at Shivta Primary School is concentrated,
complicated, emotionally challenging and demanding. Apart from their daily classroom
activities, they are called on to provide social and emotional support to students due to the
latter’s socioeconomic circumstances.
The findings also indicate that the rhythm of teachers’ work is constantly interrupted by
counselling and social work; administrative duties and other incidental activities. This calls
for the ability to constantly respond to new situations that are outside their normal duties.
The multiple interactions that constitute teaching reveal teachers’ work as complex,
demanding, emerging and intensified rather than permanent and coherent. Teachers at Shivta
Primary School operate within a structure that requires that they attend to matters after the
school day has ended. While this may be typical of many schools, the degree of adversity
confronted by students at this school makes this study atypical. It is thus recommended that
policies provide for support for teachers that work in a context of adversity.
Description
Masters Degree. University of KwaZulu-Natal, Durban.