The Experiences of Public and Private School Teachers in Johannesburg during the National Lockdown due to COVID-19

Abstract

This study investigates the experiences of high school teachers in private and public schools in Johannesburg during the COVID-19 lockdown. The global lockdown period introduced unprecedented challenges across multiple professions, compelling professionals to rapidly adapt to new ways of working. In this study, I focus on the education sector. I used qualitative research methods and conducted eleven in-depth interviews with high school teachers to understand their experiences during the lockdown. The findings reveal the diverse challenges teachers faced, including adapting to remote teaching, managing learner engagement, and coping with the personal and professional psychological and emotional toll of the pandemic. These challenges significantly impacted their wellbeing and motivation to continue in the teaching profession. Despite these obstacles, teachers demonstrated resilience and commitment, providing valuable insights into their ability to navigate periods of crisis. This study highlights the enduring struggles faced by educators, not only during "normal" periods but especially in challenging times. By examining the effects of the lockdown on teachers, the research contributes to a deeper understanding of the support systems needed to sustain teacher effectiveness and wellbeing during disruptive events. The findings underscore the importance of improving teacher preparedness, enhancing support mechanisms, and fostering resilience to ensure that educators can continue to thrive in their roles even under extraordinary circumstances.