Cover Image

Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district

The main aim of this study was to examine the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected sc...

Full description

Saved in:
Bibliographic Details
Main Authors: Mulaudzi, Israel C., Kutame, Azwidohwi P., Hlongwane, Mandla M, Lawrence, Kehinde Clement
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2021
Online Access:http://journalarticle.ukm.my/19011/1/52183-171299-1-SM.pdf
http://journalarticle.ukm.my/19011/
https://ejournal.ukm.my/ebangi/issue/view/1427
Tags: Add Tag
No Tags, Be the first to tag this record!
id my-ukm.journal.19011
record_format eprints
spelling my-ukm.journal.190112022-07-22T08:25:10Z http://journalarticle.ukm.my/19011/ Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district Mulaudzi, Israel C. Kutame, Azwidohwi P. Hlongwane, Mandla M Lawrence, Kehinde Clement The main aim of this study was to examine the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one’s teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives. Penerbit Universiti Kebangsaan Malaysia 2021 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19011/1/52183-171299-1-SM.pdf Mulaudzi, Israel C. and Kutame, Azwidohwi P. and Hlongwane, Mandla M and Lawrence, Kehinde Clement (2021) Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 18 (8(SI)). pp. 236-248. ISSN 1823-884x https://ejournal.ukm.my/ebangi/issue/view/1427
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The main aim of this study was to examine the coping strategies used by stressed teachers in the rural secondary schools in the Vhembe district, Limpopo province, South Africa. Being a qualitative design, eight rural secondary school teachers were purposively selected from three randomly selected schools. The individual interview technique was used to collect data from the participants. The findings revealed that the teachers in the rural secondary schools commonly used avoidance, personal resilience and problem-focused stress coping strategies to deal with stress; furthermore, effective teacher stress management strategies do not necessarily improve teaching performance, as factors such as a lack of teaching facilities, poor teacher remuneration, learner absenteeism, poor infrastructure and poverty, among other factors that are not addressed. The study concludes that the stressful nature of the teaching profession should be communicated earlier to prospective in-service teachers prior to graduation or the commencement of one’s teaching career. In addition, rural teachers should be trained on how to transform stressful experiences into opportunities through the application of the identified stress coping strategies, thus promoting the development of robust personal resources for teaching effectiveness and the realisation of education objectives.
format Article
author Mulaudzi, Israel C.
Kutame, Azwidohwi P.
Hlongwane, Mandla M
Lawrence, Kehinde Clement
spellingShingle Mulaudzi, Israel C.
Kutame, Azwidohwi P.
Hlongwane, Mandla M
Lawrence, Kehinde Clement
Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
author_facet Mulaudzi, Israel C.
Kutame, Azwidohwi P.
Hlongwane, Mandla M
Lawrence, Kehinde Clement
author_sort Mulaudzi, Israel C.
title Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
title_short Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
title_full Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
title_fullStr Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
title_full_unstemmed Ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the Vhembe district
title_sort ignoring learners : an exploration of coping strategies among stressed teachers in rural secondary schools in the vhembe district
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2021
url http://journalarticle.ukm.my/19011/1/52183-171299-1-SM.pdf
http://journalarticle.ukm.my/19011/
https://ejournal.ukm.my/ebangi/issue/view/1427
_version_ 1739829178024329216
score 13.211869

Similar Items