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M.Ed. (Psychology of Education) / This research study originated from the belief that teachers in general, and secondary school teachers in particular, are under an inordinate amount of stress brought about largely as a result of their work as teachers and educators. Moving from that basic premise the research unfolded towards exploring at both theoretical and empirical level, the major causes and management of stress in education within a South African educational context. The study starts with a carefully structured Statement of the Problem, which provides valid reasons why this research is needed (i.e. the motivation for this study), it lists the key areas of concern under 'specific statement of problem', the details regarding the purpose and plan are made clear and finally the method of research is stated. The point is made in this chapter that the basic motive of this research study is to help teachers understand and manage stress in a far more efficient we. The second chapter introduces the challenges of Defining Stress and attempts to appraise several current definitions and approaches to this problem. After a consideration of the now classical General Adaptation Syndrome (GAS), some pertinent reactions to stress are listed, the experience of stress is discussed and the three current approaches, or definitions of stress, namely: response-based, stimulus-based and interaction, are defined and debated.

D.Diac. (Play Therapy) / Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. / Social Work

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.

A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfilment of the requirements for the degree Master of Arts in Occupational Social Work March, 2016 / Due to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes. / MT2017

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Teachers in the post-apartheid South Africa experience multiple, complex and constantly changing requirements within the teaching context, which contributes to high levels of stress. They are often faced with different challenges than those in more developed countries. For example, a lack of sufficient resources is a common occurrence in schools in South Africa. Furthermore, teachers regularly engage in multiple roles (e.g. that of the educator, social worker, nurse, etc.) Hence, some researchers identify teaching as a particularly stressful occupation, and suggest that teachers experience disproportionately high levels of stress, when compared to other occupations. Some reasons provided for the occurrence of this include long working hours, high workloads, lack of discipline and respect from learners, and the new South African curriculum, enforcing learner-centred or cooperative teaching methods. Consequences of teachers experiencing high levels of stress have ultimately resulted in the South African government admitting that they are facing a shortage in skilled teachers. Therefore, promoting the well-being of teachers is crucial. There is a need to invest in teacher well-being, in order to reduce the occurrence and consequences of stress in the workplace. The central role that emotions play in the stress process is increasingly recognised. It is said that an individual will experience stress and strain, if they perceive the situation as negative or stressful. For this reason, emotional intelligence (EI) has led to a new focus on the role of emotions in the workplace. More specifically, EI involves expressing, recognising, understanding and managing emotions. Research has proven that EI serves a buffering role against stress, and those individuals with higher EI experience better overall health. / AFRIKAANSE OPSOMMING: In ‘n post-apartheid era kom Suid Afrikaanse onderwysers te staan teen ‘n stel vereistes wat voortdurend verander, asook kompleks en veelvoudig van aard is. Binne die opvoedkunde konteks dra hierdie faktore by tot hoë vlakke van stres. In kontras met ontwikkelde lande, staar Suid Afrikaanse onderwysers verskillende uitdagings in die gesig. Een voorbeeld behels die gebrek aan genoegsame hulpbronne, `n algemene verskynsel in Suid Afrikaanse skole. Voorts vervul onderwysers ook voortdurend verskeie rolle (bv. opvoeder, maatskaplike werker, verpleegster ens.). In vergeleke met ander beroepe, het sommige navorsers al uitgewys dat onderwysers aan buitengewone hoë stresvlakke blootgestel word. Hierdie hoë voorkoms van stres kan toe geskryf word aan lang werksure, hoë werkslading, gebrek aan dissipline en respek van leerders, asook die nuwe Suid-Afrikaanse kurrikulum wat leerder-gefokusde en uitkomsgebaseerde metodes afdwing. Gevolglik het die Suid-Afrikaanse regering onlangs erken dat daar tans ‘n gebrek aan opgeleide onderwysers bestaan. Daar is `n behoefte om in onderwysers se welstand te belê, ten einde die voorkoms en gevolge van stres in die werksplek te verminder. Die sentrale rol wat emosies speel in die stres-proses ontvang toenemend meer erkenning. Daar word aangevoer dat individue stres en spanning sal ondervind, indien hulle die situasie as negatief evalueer. Emosionele intelligensie (EI) het dus gelei tot ‘n nuwe bewustheid van die rol wat emosies in die werksplek speel. EI behels die uitdrukking, erkenning, begrip en bestuur van emosies. Navorsing toon dat EI ‘n buffer teen stres vorm, en diegene met hoër vlakke van EI ervaar beter algehele gesondheid. Tot op hede, is daar egter min navorsing gedoen ten opsigte van die rol wat EI vertolk in die stres-proses soos wat dit spesifiek deur onderwysers ervaar word. Hierdie tesis het die verwantskap tussen EI en beroepsverwante stres, spanning (fisiese- en sielkundige welstand), en die uitkomste van stres (werksatisfaksie, organisatoriese toewyding en werk-familie konflik) ondersoek.

D.Diac. (Play Therapy) / Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. / Social Work

An overview of recent literature and research indicates that stress in teaching is now a wellrecognised phenomenon. More specifically, research has found special education to be more demanding than mainstream education. However, in comparison with the literature on mainstream education, both South African and international research relating to special education do not occupy prominent status in the literature. This study thus aims to explore and describe the coping orientation and resources of teachers educating learners with intellectual disabilities. The sample consisted of 59 special education teachers (49 females and 10 males) in the Nelson Mandela Metropole who educate learners with intellectual disabilities. The special education teachers who agreed to participate in the study were requested to complete a biographical questionnaire, Antonovsky’s Orientation to Life Questionnaire (SOC-29) and Hammer and Marting’s Coping Resources Inventory (CRI). An exploratory, descriptive design was utilised in this study. The data for this study was analysed by using descriptive and correlation statistics. The Pearson Product-Moment Correlation Coefficient was utilized in order to explore and describe the relationship between the sense of coherence and the coping resources of the sample. Key findings include the following: Results from the SOC-29 revealed fairly high mean scores for the current sample. Results from the CRI indicated average mean scores on both the total coping resources scale and all five subscales. Significant positive relationships were found to exist between the SOC-29 and the CRI for the current sample. Significant positive relationships were also found between the SOC-29 score and some of the subscale scores of the CRI for the current sample. In general, the findings of the present study reveal a need for further research on special education teachers. The focus should not only be limited to the pathogenic orientation, but should include more salutogenic approaches to better assist special education teachers to more effectively cope with their challenging work environment.

The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified. The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified. / Further Teacher Education / M.Ed. (Education Management)

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Management and Leadership