Supporting South African High School Teachers' Implementation of a Prevention Program via Abridged Consultation: Outcomes and Moderators

2020 ◽  
Author(s):  
Mojdeh Motamedi ◽  
Linda L. Caldwell ◽  
Edward A. Smith ◽  
Lisa Wegner ◽  
Joachim Jacobs
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Prevention Program ◽  
School Teachers

scholarly journals The effects of job crafting on subjective well-being amongst South African high school teachers

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Sergio Peral ◽  
Madelyn Geldenhuys
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Work Engagement ◽  
Well Being ◽  
Job Crafting ◽  
Subjective Well Being ◽  
School Teachers ◽  
Psychological Meaningfulness ◽  
The Relationship

Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251).Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands) and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study highlights the importance of job crafting to the well-being of teachers. It further contributes to the literature pertaining to job crafting and teaching specifically, as well as to the limited job crafting research that has been conducted in the South African context.

scholarly journals Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

2021 ◽  
Vol 7 (2) ◽  
pp. 189-203
Author(s):  
Nhlanhla Mpofu ◽  
Mncedisi C Maphalala
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
English Language ◽  
Basic Education ◽  
Continuing Professional Development ◽  
School Curriculum ◽  
School Teachers ◽  
Pedagogical Content ◽  
High School Classrooms

This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of studies that have focused on understanding how high school teachers implement this approach. In 2017, the South African Department of Basic Education reported that high school teachers were not using this approach without indicating why this was the case. To provide the views of the teachers, the present study drew theoretical insights from reflective teaching to explore the phenomenon. We conducted a qualitative intrinsic case study inquiry, during which we examined the views that 15 high school teachers held on implementing English language skills in content subjects. We collected data using a focus group interview form prepared based on Gibb's model. The findings indicate that content subject teachers have views on (i) the merits of EAC in general language development, (ii) EAC as a challenge to pedagogical-content knowledge, and (iii) strategies for improving the implementation of the EAC approach. This exploratory study has certain implications for the practice of implementing the EAC approach in content teaching, finding that there may be merit in the use of targeted continuing professional development for content teachers when implementing EAC. Secondly, there is a need for partnerships between teachers of English as a second language and content subject teachers, as this cross-curricular collaboration has the potential to enhance the implementation of the EAC approach in high school classrooms.

Socio-Demographic Variables of Work Engagement, Psychological Capital and Turnover Intention among South African Teachers

2021 ◽  
Vol 44 ◽  
Author(s):  
Siyamthanda Wendy Mvana ◽  
Larisa Louw
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Work Engagement ◽  
Turnover Intention ◽  
Psychological Capital ◽  
Demographic Variables ◽  
The Body ◽  
Future Research ◽  
School Teachers

This study sought to empirically assess whether the socio-demographic variables (age, race, gender, marital status, educational level, years employed, employment status, and home language) of teachers predict their work engagement, psychological capital and turnover intention. A quantitative study was conducted using a non-probability, convenience sampling method on teachers working in the Tshwane South District in Gauteng, South Africa (N = 208). Biographical data were collected. Questionnaires of the Utrecht Work Engagement Scale, the Turnover Intention Scale, and Psychological Capital were used in the data collection. The results showed that education qualifications, race, tenure, and the age of high school teachers contribute when explaining their work engagement, psychological capital and turnover intention. The sample was predominantly characterised by African teachers, resulting in the under-representation of other races, and the size of the sample was not large enough to generalise the findings. These findings add valuable knowledge to the body of research and provide new insights that are aimed at enhancing the retention of high school teachers in underdeveloped countries. It is recommended that future research obtain a larger and a more representative sample to increase external validity.

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