Psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic.
| dc.contributor.advisor | Jairam, Visvaranie. | |
| dc.contributor.author | Thilakdhari, Jayshree. | |
| dc.date.accessioned | 2024-01-07T07:48:30Z | |
| dc.date.available | 2024-01-07T07:48:30Z | |
| dc.date.created | 2022 | |
| dc.date.issued | 2022 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | |
| dc.description.abstract | This research dissertation entitled ‘Psychosocial Experiences Of Foundation Phase Teachers In South Africa During The Covid-19 Pandemic’ presents an exploration and understanding of the lived psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. This phenomenological research study supports the value of experiences and was aimed at generating in-depth information to deeply understand the psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. This research study was conducted with a specific group of six foundation phase teachers from 3 provinces in South Africa, namely: KwaZulu-Natal; Gauteng and Western Cape. Purposive sampling was chosen alongside, availability and convenience of the research participants. This qualitative study is located within the interpretivist paradigm and uses phenomenology as the research methodology. This allowed the researcher to understand the psychosocial experiences of the foundation phase teachers in South Africa from the perspective of the research participants at a particular point in time: the Covid-19 pandemic. Multiple methods of generating data were used for this research study, which included: semi-structured interviews, collage inquiry and metaphor drawing. The data generated allowed the researcher to produce rich and thick information of the research participants. The Psychosocial Development Theory was used as a theoretical framework to offers lenses in exploring and understanding the psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. Collage Portraiture was used as an analysis tool to support and enliven the analysis, and Vignettes were presented through themes and subthemes. The research findings indicated that foundation phase teachers in South Africa have knowledge and understandings of the Covid-19 pandemic, experience a variety of challenges during the Covid-19 pandemic, and need intervention strategies to support them during the Covid-19 pandemic. The analysis of this research study revealed that the research participants negotiate their psychosocial experiences during the Covid-19 pandemic which leads to psychosocial development. A Psychosocial Development Research Intervention Model has been created for foundation phase teachers in South Africa, so they may develop psychosocially, work effectively during the crisis, minimize challenges, increase support and become resilient. | |
| dc.identifier.doi | https://doi.org/10.29086/10413/22585 | |
| dc.identifier.uri | https://hdl.handle.net/10413/22585 | |
| dc.language.iso | en | |
| dc.subject.other | Psychosocial experiences. | |
| dc.subject.other | Foundation phase teachers. | |
| dc.subject.other | Covid-19 pandemic. | |
| dc.title | Psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. | |
| dc.type | Thesis |