The emotional experiences of teachers teaching learners with disabilities during the COVID-19 pandemic.

Abstract

Inclusive education is legislated under the White Paper 6 policy which focuses on special needs education with the aim of addressing the barriers to learning for learners with disabilities. However, research consistently shows that inclusivity has been a slow-moving process and there has been little success in implementation. The outbreak of the COVID-19 pandemic exposed existing inequalities in schools for learners with disabilities. If anything, further inequality was revealed where inadequate provision of resources and curriculum planning was made for learners with disabilities. This study aimed to explore the emotional experiences of teachers teaching learners with disabilities during the COVID-19 pandemic. I was able to gain insight into the factors that influenced their emotions at this time of upheaval for all in the country. This study adopted a qualitative narrative style as I wished to get rich in-depth data from the participants. To do this, semi-structured interviews and collages were used where teachers’ stories could be heard and centralised. This was in keeping with the critical paradigm which sought to hear the voices of teachers teaching learners with disabilities. Narrative inquiry allowed me to delve deeply into the emotions that teachers encountered when teaching during the COVID-19 pandemic. Seven participants were randomly selected in one special school in the King Cetshwayo District. In getting to understand teachers’ emotions, Hargreaves’ theory of emotions and teaching and learning was used to analyse data that were provided by the participants. The data were analysed both inductively and deductively using thematic analysis. Findings revealed that teachers teaching learners with disabilities during the pandemic encountered mostly negative emotions, revealing that emotions are intricate to teaching. Under broad themes of relationships with colleagues, principals, learners and the school context, findings revealed that relationships were complex and arduous and influenced the emotional well-being of teachers. The overriding concern for teachers was to ensure that learners achieved academically. The findings also revealed that teachers navigated their emotions, drawing on support from family and colleagues. They were resilient and proactive in making decisions about how to ensure the right to education for their learners were assured.