Perceptions of occupational stress regarding female primary school educators in socio-economically deprived Johannesburg schools.
Date
2012-02-28
Authors
Jay, Ashley
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Abstract
This research aimed to explore perceptions of occupational stress regarding female primary
school educators in socio–economically deprived Johannesburg Schools. This was achieved
by conducting a qualitative exploratory study that employed a structured questionnaire as the
mode of data collection and thematic content analysis as the mode of analysis. The
participants were 30 female, South African primary school educators, ranging between the
ages of 25 – 60 years, who were selected via non–probability, purposive sampling using
female primary school teachers who have had more than three years teaching experience. The
questionnaires were analysed to extract the perceptions of female primary school educators
regarding occupational stress. The analysis revealed nine central categories: socio–economic
deprivation, language barriers, lack of pupil discipline (from home) which highlighted
perceived lack of control as a sub-category, lack of parental involvement, large pupil to
teacher ratio, incongruence between Department of Education and teachers, excessive
administration work, multiple role expectancy and finally sufficient collegial support