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ID: 152129

Disquiet voices foretelling hope: rural teachers’ resilience experiences of past and present chronic adversity / Coetzee, Sonja ; Moen, Melanie ; Ferreira, Ronel ; Ebersöhn, Liesel

Ferreira, Ronel	Journal Article
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Summary/Abstract

South African teachers leave teaching due to factors such as lack of support and adverse working conditions. This study investigated rural teachers’ resilience experiences of teaching in a resource-constrained school. A life history design was used to generate data. The research site was visited six times over 20 months. Fifteen interview–conversations were collected and transcribed. The results indicate that the teachers faced chronic poverty as life-span risks. The teachers listed the unstable education system, resource-constrained teaching environment and chronic adversity as risk factors in their environment. They were also concerned with the illiteracy of parents and demotivated students. Significantly, this study shows how rural teachers fostered hope despite chronic adversity in order to be resilient in their chosen profession.

Key Words

Resilience ; Adversity ; Resource Constrained ; Rural Teachers ; Chronic Adversity

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ID: 133720

Establishing a reading culture in a rural secondary school: a literacy intervention with teachers / Joubert, Ina; Ebersohn, Liesel; Ferreira, Ronel; Plessis, Loraine du , Moen, Melanie

Joubert, Ina	Journal Article
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2014.

Summary/Abstract

The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers (n = 6, male = 1, female = 5) were purposively selected to participate. The literacy intervention was developed with phonetic acquisition as the basis to develop reading skills. It became evident that implementing English (additional language) as teaching and learning language in the school may have contributed to barriers to learning. Limited resources and reading instruction training exacerbated the problems. However, once the teachers acquired new skills and the children received the needed support, the improvement in overall academic achievement was significant.

Key Words

South Africa ; Systems theory ; Education System ; Reading Culture ; Literacy Intervention ; Teachers Children ;
Rural Secondary School ; School Structures ; Resilience Studies ; Rural Education System

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