Understanding the relational well-being of primary school teachers in rural South Africa

Abstract

Background: The workplace can be a source of stress if relationships are strained, as these interactions significantly impact individual well-being. Although numerous studies address the challenges and well-being of teachers, there is a scarcity of research on the relational experiences and relationships that are essential for teachers’ well-being.

Objectives: The study aimed to understand the relational experiences and relationships that contribute to the well-being of teachers in rural primary schools.

Methods: Purposive sampling was employed to select 10 male and female teachers with five or more years of teaching experience from quintile 1–3 ordinary rural schools in South Africa. The data were obtained through semi-structured interviews and analysed thematically.

Results: The study’s findings revealed that schools can provide conducive spaces for experiencing and forming positive interactional relationships with learners, peers and the community. In addition, teachers thrive because of important relationships that give meaning, such as nurturing interpersonal collaboration, finding purpose in life, fulfilment and valued relationships. Such relationships enable teachers to consistently strive for the best in their work performance.

Conclusion: Positive interactional relationships not only enhance the well-being of teachers but also contribute to the overall success of education.

Contribution: Our findings have implications for relational well-being interventions for teachers in the education sector.