Browsing by Author "Wessels-Maluleke, Maria"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemThe psycho-social wellbeing of early childhood development teachers(Stellenbosch : Stellenbosch University, 2023-12) Wessels-Maluleke, Maria; Moen, Melanie; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The psycho-social wellbeing of early childhood development (ECD) teachers has been a source of concern in both current research and national and international news because their wellbeing has been shown to impact the wellbeing of the whole school community. This thesis sought to explore ECD teachers’ conceptualisation of their psycho-social wellbeing through the lens of positive psychology, a theoretical framework that aims to help individuals flourish in everyday life. Within the theoretical framework of positive psychology, the circle of courage, which is a resilience model grounded in positive psychology, was used as a guide to explore these teachers’ conceptualisation of their wellbeing. The circle of courage is a native American model that has been adapted for use in therapeutic settings since its constructs has shown to increase the wellbeing of individuals. The rationale for this study was to contribute to educational stakeholders’ understanding of the subject with the aim to enhance the educational psychology support services that can be offered to ECD teachers. This study was positioned within the social constructivist paradigm as it sought to gain an in-depth understanding of the participants’ realities within their specific context. By emerging myself in the lives of the participants, I hoped to gain insight into their conceptualisation of their psycho-social wellbeing. Furthermore, the constructivist view allowed me to place the voices of the teachers at the forefront of the research. The study was qualitative in nature, and a case study research method was used that allowed an in-depth investigation of the psycho-social wellbeing of ECD teachers within their natural context. Through purposeful sampling, which allowed me to focus on information-rich cases, a sample of seven participants were obtained to take part in this study. Data were collected through four focus group discussions that included the construction of a visual artefact during each focus group. Each focus group explored one of the four constructs of the circle of courage, namely belonging, generosity, independence, and mastery. Through qualitative thematic analysis, themes and subthemes were revealed that made up the ECD teachers’ conceptualisation of their psycho-social wellbeing. The findings identified two themes. Theme 1 was aspects that aid in the psycho-social wellbeing of ECD teachers, and the five subthemes identified under Theme 1 were family as a support structure, a positive attitude, purpose in the workplace, positive relations with colleagues, and community involvement. Theme 2 was aspects that may detract from the psycho-social wellbeing of ECD teachers, and two subthemes, namely emotional exhaustion, and a lack of resources, were identified under Theme 2. An understanding of the aspects which aid in, and aspects which detract from the psycho-social wellbeing of ECD teachers may allow for targeted interventions by educational psychologists to promote their psycho-social wellbeing.