Exploring educators’ experiences during COVID-19: A case study of a primary school in Hammarsdale township.

Abstract

The COVID-19 outbreak in early 2020 caused widespread social and economic disruption, with nearly half of the global workforce at risk of losing their livelihoods. While many professionals transitioned to remote work, educators in under-resourced schools often lacked this opportunity due to socioeconomic constraints. Although the pandemic's broader societal effects, such as increased psychological distress, poverty, and domestic violence, are well documented, little is known about the well-being of educators in township schools. This study aims to explore educators' experiences during this time at a township school in Hammarsdale, KZN. A qualitative, exploratory research design was used, and face-to-face, semi-structured interviews were conducted with five educators (three females and two males) from Emaxulwini Primary School, who had been employed since March 2020 or earlier. Participants were selected purposively, and data were analysed thematically. The findings suggest that COVID-19 deepened educational inequalities between affluent and disadvantaged schools. The findings reveal that teachers experienced emotional strain with minimal institutional support. Despite their commitment, teachers faced challenges adapting to changing teaching conditions and felt excluded from key policy decisions affecting their work. This study emphasises the importance of including teachers in policymaking and decision-making processes and providing psychological support during such crises. Such interventions may be implemented through programs similar to those designed for frontline workers to alleviate trauma and mental health issues that may arise from working under unfavourable or stressful conditions and to prepare them for similar future crises.