Psychosocial support for teachers in rural learning ecologies during the coronavirus pandemic.

Abstract

Originating in China in 2019, a veritable avalanche of the coronavirus ruthlessly engulfed the whole world. The entire human race was besieged. Teachers were psychologically and socially negatively impacted, especially teachers in rural learning ecologies because of unique dynamics of structural disenfranchisement. They were gripped by fear, stress, anxiety and depression. Stress is known to collude with myriad diseases to kill people as it significantly reduces the immune system. The purpose of the study is to investigate psychosocial systems to support medical interventions, to restore psychological wellbeing and normal social functioning. The critical paradigm is employed for description of the phenomenon of psychosocial support (PSS). The nature (ontology), the knowledge (epistemology), the value and significance (axiology) and acquiring (methodology) of PSS are explored through the critical paradigm. The critical paradigm also has emancipatory tenets for promotion of advocacy. The integrative theoretical framework of psychosocial support principles (PSSP) and the appreciative inquiry principles (AIP) is developed. AIP is a strength-based theory that is appreciative in nature, rather than problemoriented. Whereas PSSP is a strength regaining process. The two theories have similar domains of strength yet with different operational expositions: one of innate strength discovery (AIP) and the other of lost strength recovery (PSSP). Psychosocial support provides framework and domain not only to explore but also to recover hope and cultivate resilience. Traumatised individuals may require the help of PSSP to get them out the rut of fear, pessimism and despair before they can focus on the positive for fruitful engagement in an AI process. Purposive sampling: comprising 16 participants from four rural schools in KZN including teachers, members of School Management Teams (SMT), School Based Support Teams (SBST), District Based Support Teams (DBST), Special Needs Education Services (SNES), Employee Health and Wellness (EHW) from Pinetown District. This sampling ensured complimented stakeholder participation and collaboration in rallying psychosocial support for teachers. Data was analysed using descriptive phenomenological analysis. Findings (through literature review and participants’ accounts) show that psychosocial support was not readily available, yet it was very instrumental in mitigating against psychosocial crisis effects due to the pandemic. The study recommended collaborative teacher psychosocial support from all stakeholders.