Protective factors that enhance teacher resilience in a private school in Johannesburg

Abstract

Background: There is mounting empirical evidence that interacting with nature delivers measurable benefits to people which include physical health, cognitive performance, and psychological well-being.

Aim: This study aimed at understanding and exploring how the power of nature and colleagues and principal support assist teachers to adapt and cope with stressors.

Setting: The study was conducted in a private high school that uses the Cambridge Curriculum. Most of the students are from middle- and high-income households in the Roodepoort and Honeydew suburbs. Three male and eight female teachers participated in this study, with a mean age of 27 years and an age range between 24 years to 52 years. All the teachers were white, and they taught various subjects and they do not profess any particular religion.

Methods: The study adopted a generic explorative qualitative design. Data were collected using semi-structured interviews and incomplete sentences. Data were analysed using content analysis to arrive at the themes.

Results: The themes that emerged during data analysis pointed out two major protective factors that enable teachers in this school to adapt and cope resiliently - the power of nature that surrounds the school (green space) and the principal and colleagues’ support in the school.

Conclusion: Natural beauty that surrounds the school that resembled a park, as well as support of the principal and colleagues contributes teacher resilience in the school.

Contribution: The findings from the study pointed out how school principal and colleagues could support teachers to cope and adapt to stressors, particularly the garden.