Educators’ experiences of teaching pregnant learners in a secondary school in the Umlazi District.

Abstract

The study explores educator’s experiences teaching pregnant learners. Educators provided insight of challenges and experiences encountered .This study was executed in Chatsworth, Durban, South Africa, in a single school in the Umlazi District. The study sought to establish educators’ experiences of pregnant learners in a secondary school, the main factors that contribute towards teenage pregnancy, and the role educators play to ensure these learners continue schooling. The study presented was deeply anchored in the social constructionist theory, shedding light on critical aspects of sociology, communication theory, and social ontology. This influential framework progresses the notion that meaning and understanding are co-constructed collaboratively rather than emerging in isolation. Through its lens, educators have been adept at pinpointing specific patterns and behaviours exhibited by students, offering profound insights into the learning process. Moreover, the interactions between educators and learners were meticulously analysed, positioning these dialogues as vital mediums through which information and meaning are co-created. Four educators from a secondary school in the Chatsworth area were purposely sampled for the study undertaken. Data was obtained using semi-structured interviews, focus group discussions, and document reviews (Department of Basic Education Policy on the Prevention and Management of learner Pregnancy in Schools (2021) and the School’s Pregnancy Policy). The study depicted that as much as policies are in place there is discrepancies in practice. The study utilised inductive data analysis which the researcher used to deal with primary and detailed data of quality generated from participants. Additionally, the study used thematic analysis that involves a systematic process of transcribing of data and identifying patterns. The study revealed that educators experience pregnant learners as demonstrating high rates of absenteeism, which resulted in them missing out on work and assessments that impacting negatively on their academic performance. Educators identified peer pressure, poverty, and a lack of knowledge as key contributors to teenage pregnancy. Despite feeling incapable of dealing with pregnant learners ,educators tried their best to assist pregnant learners, where, while being absent and on maternity leave, these educators took on the role of counselling these learners in an attempt to ensure they continued with their schooling career. Additionally, educators requested that parents were called into school and pleaded for more parental support for the learners to complete school and support their child. Furthermore, educators tried their best to get study material and assessments to learners so that they would not fall behind, and could work while being home-bound. The focus group discussion shed light on the lack of skills and support educators have from the Department. Educators felt they are incapable of dealing with pregnant learners as they were not trained to deal with them specifically. Furthermore, educators felt that despite the fact that policies were in place, it proved impractical – or indeed challenging – to practice, as they had so many other duties and responsibilities in a school day. The study recommends that the need for the School Management Team to reduce workload of educators and the Department of Education partners up with the Department of Health in providing critical support and empowerment for these educators, such as providing resources like condoms for learners. In addition, empowerment programmes must be put in place within the community and school context to empower young women to be assertive and carry themselves with dignity.