Implications of teachers’ mental health and wellness on technology integration: A comparative study between two South African governmental schools

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dc.contributor.advisorTayob, Shaheeden_ZA
dc.contributor.authorWatling, Jessica Maryen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Sociology and Social Anthropology.en_ZA
dc.date.accessioned2022-11-22T16:24:55Z
dc.date.accessioned2023-01-16T12:54:25Z
dc.date.available2022-11-22T16:24:55Z
dc.date.available2023-01-16T12:54:25Z
dc.date.issued2022-12
dc.descriptionThesis (MA)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: The 21st century marks the rapid development of a technologically driven globalized society, where teachers face an ever-increasing pressure to keep up with new and evolving learning practices. Information and Communication Technologies (ICTs) have become increasingly implicit within the education system, where the successful integration of technology is largely dependent on teachers’ skills and motivations to integrate ICTs into their classroom practices. Although there has been noticeable attention from the South African government to ensure that schools are adequately equipped with the digital resources and infrastructure to keep-up with the developments of technology in education, the COVID-19 pandemic brought two important aspects to the fore – firstly, the unpreparedness of schools to navigate online learning, either due to a lack of resources or insufficient skills, and secondly, the need to acknowledge and support individuals affective moods and emotional distress. This paper therefore aims to bring these two aspects together in considering ways of positively influencing teachers’ abilities to integrate technology into their teaching practices, through supporting and developing their overall mental health and wellness, and therefore their professional development. Through the comparison of two schools – Rhenish and Cloetesville Primary - based in different socio-economic environments, this paper will explore how considerations for teachers’ mental wellness could positively impact their overall professional development, specifically in the realm of technology, and support teachers in adapting to the rapidly changing technological environments.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die 21ste eeu merk die vinnige ontwikkeling van 'n tegnologies-gedrewe geglobaliseerde samelewing, waar onderwysers 'n steeds toenemende druk ondervind om tred te hou met nuwe en ontwikkelende leerpraktyke. Inligting- en Kommunikasietegnologie (IKT's) het toenemend implisiet binne die onderwysstelsel geword, waar die suksesvolle integrasie van tegnologie grootliks afhanklik is van onderwysers se vaardighede en motiverings om IKT'e in hul klaskamerpraktyke te integreer. Alhoewel daar merkbare aandag van die Suid-Afrikaanse regering was om te verseker dat skole voldoende toegerus is met die digitale hulpbronne en infrastruktuur, om tred te hou met die ontwikkelings van tegnologie in die onderwys, het die COVID-19-pandemie twee belangrike aspekte na vore gebring – eerstens die onvoorbereidheid van skole om aanlynleer te navigeer, hetsy weens 'n gebrek aan hulpbronne of onvoldoende vaardighede, en tweedens, die behoefte om individue se affektiewe buie en emosionele toestande te erken en te ondersteun. Hierdie vraestel het dus ten doel om hierdie twee aspekte bymekaar te bring in die oorweging van maniere om onderwysers se vermoens positief te beinvloed om tegnologie in hul onderrigpraktyke te integreer, deur hul algehele geestesgesondheid en welstand, en dus hul professionele ontwikkeling, te ondersteun en te ontwikkel. Deur die vergelyking van twee skole – Rhenish en Cloetesville Primer – wat in verskillende sosio-ekonomiese omgewings gebaseer is, sal hierdie vraestel ondersoek hoe oorwegings vir onderwysers se geestelike welstand hul algehele professionele ontwikkeling, spesifiek op die gebied van tegnologie, positief kan beinvloed en onderwysers ondersteun om aan te pas by die vinnig veranderende tegnologiese omgewings.af_ZA
dc.description.versionMastersen_ZA
dc.format.extent103 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126184
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectRhenish High School (Stellenbosch, South Africa)en_ZA
dc.subjectLaerskool Cloetesville (Stellenbosch, South Africa)en_ZA
dc.subjectTeachers -- Mental healthen_ZA
dc.subjectEducational psychologyen_ZA
dc.subjectWell-beingen_ZA
dc.subjectPedagogical content knowledgeen_ZA
dc.subjectCOVID-19 (Disease)en_ZA
dc.subjectInformation technology -- Study and teachingen_ZA
dc.subjectInequality, Educationalen_ZA
dc.subjectPublic schoolsen_ZA
dc.subjectUCTD
dc.titleImplications of teachers’ mental health and wellness on technology integration: A comparative study between two South African governmental schoolsen_ZA
dc.typeThesisen_ZA
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