The support needs of life orientation teachers in the Further Education and Training Band

[摘要] ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which canpotentially evolve into serious barriers to learning and development. Life Orientation isa critical subject offered by the Further Education and Training (FET) band as it aims toprevent the development of such problems. Furthermore, the role played by the teacherin successfully and meaningfully presenting Life Orientation is a pivotal one. This studytherefore aimed at understanding the support needs of Life Orientation teachers in theFET band in order to gain insight into the challenges experienced and whatrecommendations can be made to improve support to teachers, and consequently,learners. The theoretical framework on which this study was based was positivepsychology as its emphasis on the fostering of positive individual traits, emotions andinstitutions is an appropriate and constructive way of understanding teachers' supportneeds within their school communities.This study's research methodology can be described as basic qualitative research whichis embedded within an interpretive paradigm. Purposive sampling was used to selectthree schools and their Life Orientation departments as research participants. Threemethods of data collection were employed, namely written reflective notes and semistructuredfocus group- and individual interviews. Furthermore, qualitative contentanalysis was used to analyse the data.The research findings indicated that Life Orientation teachers in the FET bandexperience a range of support needs across the various levels within the schoolcommunity. Teachers experience a tension between the expectations of the Departmentof Education, the needs of the learners, and their own expectations with regards to thefacilitation of a community of care within the Life Orientation classroom. Supporttherefore needs to be aimed at increasing teachers' competencies and providingopportunities to collaborate with other teachers to develop positive individual traits andfoster positive emotions. Furthermore, school communities need to become aware oftheir attitudes and perceptions towards the subject so as to initiate processes which canlead to the promotion and development of positive, supportive institutions. A criticalstep in doing so is to consider policies regarding the appointment of Life Orientationteachers and ensure that qualified, specialist teachers who believe in the value of thesubject are employed in these posts.

[发布机构] Stellenbosch University