Teaching learners with learning difficulties in mainstream primary schools: the educators' sense of coherence

[摘要] English: South Africa's education system has undergone dramatic changes the last ten years resulting in an increase in the levels of stress reported by educators. Changes, such as the introduction of Inclusive and Outcomes Based Education as well as the new culture of human rights in schools, created extra responsibilities for educators. Today, educators don't just have to adjust to these changes, but also have to deal with the rise in behavioural problems displayed by learners. This study attempted to explore the experience of educators teaching students with learning difficulties in the mainstream classroom. The purpose of this study was to obtain an understanding of these educators' sense of coherence by exploring and describing the everyday challenges educators' face. The coping resources and the coping strategies used by these educators in dealing with these challenges were also described. A mixed-method approach was used which allowed the researcher to combine the strengths of both qualitative and quantitative research. The Sense of Coherence Scale was administered to educators teaching learners with learning difficulties in primary schools in a metropolitan area in the Free State Province. Educators who scored high on the sense of coherence questionnaire were included in a qualitative part of the study. Five female educators, scoring high on the Sense of Coherence Scale, were purposively selected for inclusion in the qualitative part of the study. Semi-structured interviews were conducted and the interview transcripts analyzed by means of Interpretative Phenomenological Analysis The findings of the study suggest that educators experience high levels of stress from various environments, which include the school environment and aspects in their personal lives. Several support mechanisms were also identified, which included spouses, colleagues and friends. Religion was found to play a major role in the comprehensibility, controllability and meaning that educators attached to their classroom situation.

[发布机构] University of the Free State