{"id":{"repo_id":"zulu","oai_identifier":"oai:uzspace.unizulu.ac.za:10530/2202"},"canonical_url":"https://search.dev.ndltd.org/etd/zulu/oai:uzspace.unizulu.ac.za:10530/2202","repository":{"repo_id":"zulu","name":"University of Zululand","base_url":"https://uzspace.unizulu.ac.za/server/oai/request"},"display":{"title":"Conduct of teachers’ health and emotional wellness in some resource centres in the King Cetshwayo district","abstract":"The focus of the study was to develop a strategy for managing the health and wellness of teachers in resource centres. Teachers in special education centres experience high levels of occupational stress and burnout, which are linked to teacher attrition, early retirement and a high prevalence of chronic illnesses (Vesely et al., 2014). Teachers in special education experience occupational stress in high proportions which is linked to a diminished quality of life, low self-efficacy and lowered resilience (Zhang, et al., 2014). A review of the literature revealed the extent and nature of these challenges, justifying the need for developing this strategy. Among the challenges identified were unfavourable working conditions such as the lack of resources, the absence of social support and low levels of emotional intelligence. Furthermore, the best practices in the promotion of teacher wellness were explored to ascertain what has worked in the international scope. Salutogenesis theory was selected as a framework for the study, a description of the theory, the evolution, objectives, epistemology as well as the justification for the choice of the theory are discussed. Salutogenesis was instrumental in understanding the different experiences of teachers in special education centres and how their interpretation of their environment and capability influenced their ability to cope with stressors. The Salutogenic perspective emphasises what makes people healthy (Salutogenesis) as opposed to what makes them ill (pathogenesis). It seeks to develop individuals’ move on the health continuum towards health through promoting their access to their health-promoting Generalised Resistance Resources (GRR’s); creating a Sense of Coherence (SOC) by creating a sense of Comprehensibility, Manageability and Meaningfulness in their environments (Apers et al., 2016). The Salutogenic framework informed the “how” the researcher views the participants in the study as well as the development of the new strategy to promote the health and wellness of teachers. GRR’s help individuals cope effectively with life stressors and promote adaptability to the changes in their environment which are inevitable. Salutogenesis is resource-oriented and is rooted in the humanistic and positive psychology perspectives. vii This qualitative study was guided by the Critical paradigm; based on the belief that people do not merely exist in the world but with it. This paradigm proposes that knowledge is emancipatory and seeks to free the marginalised social groups through questioning social values. Critical research unveils how knowledge is influenced by culture, political ideology and history; knowledge is not value free. Critical Discourse Analysis (CDA) was selected for the data analysis in this study. Central to CDA is the notion that that language is a form of social practice. CDA studies how social dominance, inequality and abuse of power are endorsed, reproduced and resisted through text (Bhatia, 2013). CDA enables the researcher to examine reality from cultural, historical and political viewpoints. Data was collected through semi-structured one-on one interviews. Semi-structured interviews provided both the participants and interviewer with opportunities to discuss topics in detail. Findings from the study confirmed the views reflected in literature; teachers in special education were proven to be most affected by occupational stress that comes with caring for learners with special needs. Additionally, they were demotivated and dissatisfied with their careers. Unfavourable working conditions such as the lack of resources increased the teachers’ vulnerability to stress, burnout and chronic illness. The results also showed that their quality of life as well as self-efficacy and resilience had diminished. Participants in the study reported that they lacked support (socially and professionally) which made it difficult for them to form a connection with their societies. It was clear from the literature that mindfulness-based training programmes are likely to help teachers in stress management and developing emotional intelligence which will improve learner outcomes in the special education classrooms. The strategy designed was guided by Salutogenesis, to develop endurance and adaptability in individuals by improving their access to GRR’s and maintaining a Sense of Coherence through ensuring comprehensibility, manageability and meaningfulness of their environment.","abstract_html":"The focus of the study was to develop a strategy for managing the health and wellness of teachers in resource centres. Teachers in special education centres experience high levels of occupational stress and burnout, which are linked to teacher attrition, early retirement and a high prevalence of chronic illnesses (Vesely et al., 2014). Teachers in special education experience occupational stress in high proportions which is linked to a diminished quality of life, low self-efficacy and lowered resilience (Zhang, et al., 2014). A review of the literature revealed the extent and nature of these challenges, justifying the need for developing this strategy. Among the challenges identified were unfavourable working conditions such as the lack of resources, the absence of social support and low levels of emotional intelligence. Furthermore, the best practices in the promotion of teacher wellness were explored to ascertain what has worked in the international scope. Salutogenesis theory was selected as a framework for the study, a description of the theory, the evolution, objectives, epistemology as well as the justification for the choice of the theory are discussed. Salutogenesis was instrumental in understanding the different experiences of teachers in special education centres and how their interpretation of their environment and capability influenced their ability to cope with stressors. The Salutogenic perspective emphasises what makes people healthy (Salutogenesis) as opposed to what makes them ill (pathogenesis). It seeks to develop individuals’ move on the health continuum towards health through promoting their access to their health-promoting Generalised Resistance Resources (GRR’s); creating a Sense of Coherence (SOC) by creating a sense of Comprehensibility, Manageability and Meaningfulness in their environments (Apers et al., 2016). The Salutogenic framework informed the “how” the researcher views the participants in the study as well as the development of the new strategy to promote the health and wellness of teachers. GRR’s help individuals cope effectively with life stressors and promote adaptability to the changes in their environment which are inevitable. Salutogenesis is resource-oriented and is rooted in the humanistic and positive psychology perspectives. vii This qualitative study was guided by the Critical paradigm; based on the belief that people do not merely exist in the world but with it. This paradigm proposes that knowledge is emancipatory and seeks to free the marginalised social groups through questioning social values. Critical research unveils how knowledge is influenced by culture, political ideology and history; knowledge is not value free. Critical Discourse Analysis (CDA) was selected for the data analysis in this study. Central to CDA is the notion that that language is a form of social practice. CDA studies how social dominance, inequality and abuse of power are endorsed, reproduced and resisted through text (Bhatia, 2013). CDA enables the researcher to examine reality from cultural, historical and political viewpoints. Data was collected through semi-structured one-on one interviews. Semi-structured interviews provided both the participants and interviewer with opportunities to discuss topics in detail. Findings from the study confirmed the views reflected in literature; teachers in special education were proven to be most affected by occupational stress that comes with caring for learners with special needs. Additionally, they were demotivated and dissatisfied with their careers. Unfavourable working conditions such as the lack of resources increased the teachers’ vulnerability to stress, burnout and chronic illness. The results also showed that their quality of life as well as self-efficacy and resilience had diminished. Participants in the study reported that they lacked support (socially and professionally) which made it difficult for them to form a connection with their societies. It was clear from the literature that mindfulness-based training programmes are likely to help teachers in stress management and developing emotional intelligence which will improve learner outcomes in the special education classrooms. The strategy designed was guided by Salutogenesis, to develop endurance and adaptability in individuals by improving their access to GRR’s and maintaining a Sense of Coherence through ensuring comprehensibility, manageability and meaningfulness of their environment.","abstract_has_math":false,"creators":["Maphumulo, Nobuhle Prudence"],"institution":"University of Zululand","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-24T06:17:25Z","subjects":["Salutogenesis","Critical Discourse Analysis","Generalised Resistance Resources"],"languages":[],"rights":[],"rights_urls":["https://devspace.unizulu.ac.za/bitstreams/d2da4779-beed-42d2-a26f-208d7d0e1b73/download"],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Maphumulo, Nobuhle Prudence"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Zululand"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://devspace.unizulu.ac.za/handle/10530/2202"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Salutogenesis","Critical Discourse Analysis","Generalised Resistance Resources"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["https://devspace.unizulu.ac.za/bitstreams/d2da4779-beed-42d2-a26f-208d7d0e1b73/download"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://devspace.unizulu.ac.za/bitstreams/e3e386ea-7a88-44ea-9177-94d45a5e862c/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of the study was to develop a strategy for managing the health and wellness of teachers in resource centres. 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Salutogenesis theory was selected as a framework for the study, a description of the theory, the evolution, objectives, epistemology as well as the justification for the choice of the theory are discussed. Salutogenesis was instrumental in understanding the different experiences of teachers in special education centres and how their interpretation of their environment and capability influenced their ability to cope with stressors. The Salutogenic perspective emphasises what makes people healthy (Salutogenesis) as opposed to what makes them ill (pathogenesis). It seeks to develop individuals’ move on the health continuum towards health through promoting their access to their health-promoting Generalised Resistance Resources (GRR’s); creating a Sense of Coherence (SOC) by creating a sense of Comprehensibility, Manageability and Meaningfulness in their environments (Apers et al., 2016). The Salutogenic framework informed the “how” the researcher views the participants in the study as well as the development of the new strategy to promote the health and wellness of teachers. GRR’s help individuals cope effectively with life stressors and promote adaptability to the changes in their environment which are inevitable. Salutogenesis is resource-oriented and is rooted in the humanistic and positive psychology perspectives. vii This qualitative study was guided by the Critical paradigm; based on the belief that people do not merely exist in the world but with it. This paradigm proposes that knowledge is emancipatory and seeks to free the marginalised social groups through questioning social values. Critical research unveils how knowledge is influenced by culture, political ideology and history; knowledge is not value free. Critical Discourse Analysis (CDA) was selected for the data analysis in this study. 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The results also showed that their quality of life as well as self-efficacy and resilience had diminished. Participants in the study reported that they lacked support (socially and professionally) which made it difficult for them to form a connection with their societies. It was clear from the literature that mindfulness-based training programmes are likely to help teachers in stress management and developing emotional intelligence which will improve learner outcomes in the special education classrooms. 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