Spirituality as a coping strategy: a case study of teachers in a public school in KwaZulu-Natal.

Abstract

For years the teaching profession has been universally recognized as one of the most challenging working environments for teachers (Arokium, 2010; Behera & Dash, 2015). By no means is South Africa an exception, particularly with public school teachers facing challenges that appear to continually propagate. The South African education system still falls prey to the ghosts of Apartheid’s past. Even today, traces of historical inequality perpetuate a challenging and more stressful reality for many public South African schools. Although existing literature has considered various coping strategies employed by teachers, spirituality has not been extensively explored. Particularly in relation to how it may be utilised by teachers in their experiences of work. The current study used a qualitative research method to explore the lived experiences of teachers’ in relation to spirituality and the role it plays in their work life. A case study methodology was employed, placing the teachers at Primary School X as the unit of analysis for this study. Data was obtained from six semi-structured interviews. The findings revealed that, similarly to existing evidence, South African public school teachers still largely experience their work environments as challenging. Consistently mentioned issues included overcrowded classrooms, difficulties with the National Curriculum and Assessment Policy Statement (CAPS) as well as the sensitive social issues routinely experienced by learners. Overall, the teachers have managed to deal with most challenges strategically however, in instances where personal/professional control over the situation completely lacked, the teachers turned to spirituality as a resource to meaningfully deal with such challenges. For the teachers at Primary School X, the practice of spirituality facilitated a process of positive meaning making that allowed for a more constructive appraisal of difficult realities. An inclusive set of values, beliefs and assumptions informed the reinterpretation of the teaching environment and positively influenced their work function. The challenges faced by South African public school teachers are unignorable and should be treated as a priority of systemic rescue. This study highlights how spirituality was used as a means of personal strength and should be explored further to understand its unique contribution, both personally and professionally for South African teachers.