Psychosocial experiences of Foundation Phase teachers in South Africa during the COVID-19 pandemic

Abstract

In this article we present an exploration and understanding of the lived psychosocial experiences of Foundation Phase teachers (FPTs) in South Africa during the COVID-19 pandemic. This phenomenological research was conducted with a specific group of 6 FPTs from 3 provinces in South Africa, namely, KwaZulu-Natal (KZN), Gauteng (GP) and the Western Cape (WC). Purposive sampling was selected alongside availability and convenience of the research participants. Multiple methods of generating data were selected: semi-structured interviews, collage inquiry and metaphor drawing. The Psychosocial Development Theory was used as a theoretical framework to offer lenses in exploring and understanding the psychosocial experiences of FPTs who were working during the COVID-19 pandemic in South Africa. Throughout data interpretation and analysis, vignettes were presented through themes and sub-themes and collage portraiture was used as an analysis tool to support and enliven the analysis. The research findings reveal that FPTs in South Africa had knowledge and understandings of the COVID-19 pandemic, experienced a variety of challenges during the COVID-19 pandemic, and needed intervention strategies to support them during the COVID-19 pandemic. A psychosocial development research intervention model has been created for FPTs to work during the COVID-19 pandemic or in similar emergencies.