Teachers Challenged. Dealing with the Emotional Well-Being of Foundation-Phase Learners in Mainstream Classrooms

The purpose of this study is to explore and understand challenges that teachers face in regard to dealing with foundation phase learners who experience poor emotional well-being in the mainstream classroom, to compile possible solutions in order to assist teachers to deal with learners’ emotional well-being and to determine teachers’ personal experiences in the mainstream classroom.

After discussing the reseach findings, the study lists possible suggestions for teachers on how to better encounter these respective situations and considers potential future research endeavors in the field.

Inhaltsverzeichnis (Table of Contents)

• CHAPTER 1
  • INTRODUCTION AND ORIENTATION OF THE STUDY
  • 1.1 INTRODUCTION
  • 1.2 GENERAL PROBLEM STATEMENT
  • 1.3 CLARIFICATION OF CONCEPTS
  • 1.3.1 Teacher
  • 1.3.2 Emotional
  • 1.3.3 Mainstream classroom
  • 1.3.4 Challenges
  • 1.3.5 Well-being
  • 1.4 RESEARCH QUESTIONS AND AIMS
  • 1.4.1 Research Questions
  • 1.4.2 Research Aims
  • 1.5 PURPOSE OF THE RESEARCH
  • 1.6 RESEARCH METHODOLOGY
  • 1.6.1 Research design: Qualitative
  • 1.6.2 Research paradigm: Interpretivist
  • 1.6.3 Research approach: Phenomenology
  • 1.6.4 Site and social network selection
  • 1.6.5 Sample, sampling and sampling method
  • 1.6.6 Data generation
  • 1.6.7 Data analysis
  • 1.7 MEASURES TO ENSURE TRUSTWORTHINESS
  • 1.8 ETHICAL ASPECTS
  • 1.9 RESEARCHER'S ROLE
  • 1.10 CHAPTER DIVISION
  • 1.11 SUMMARY
• CHAPTER 2
  • LITERATURE REVIEW
  • 2.1 INTRODUCTION
  • 2.2 GOAL OF EDUCATION
  • 2.3 CONCEPTUALISING EMOTIONAL WELL-BEING
  • 2.4 FACTORS THAT IMPACT ON EMOTIONAL WELL-BEING
  • 2.4.1 Individual factors
  • 2.4.2 Family and home factors
  • 2.4.3 School factors
  • 2.4.4 Community factors
  • 2.5 CHALLENGES EXPERIENCED BY TEACHERS AND POSSIBLE SOLUTIONS
  • 2.5.1 Challenges
  • 2.5.2 Solutions
  • 2.6 Conclusion
• CHAPTER 3
  • RESEARCH METHODOLOGY
  • 3.1 INTRODUCTION
  • 3.2 RESEARCH METHODOLOGY
  • 3.3 RESEARCH DESIGN
  • 3.3.1 Qualitative research
  • 3.3.2 Paradigm of inquiry
  • 3.3.3 Methodological approach
  • 3.4 SITE, SAMPLE AND SAMPLING
  • 3.4.1 Site
  • 3.4.2 Sample
  • 3.4.3 Sampling
  • 3.5 DATA GENERATION
  • 3.5.1 Data generation process
  • 3.6 DATA ANALYSIS
  • 3.6.1 Data analysis process
  • 3.7 ETHICAL ASPECTS
  • 3.7.1 Informed consent
  • 3.7.2 Voluntary Participation
  • 3.7.3 Anonymity and Confidentiality
  • 3.7.4 Deception
  • 3.8 MEASURES TO ENSURE TRUSTWORTHINESS
  • 3.8.1 Credibility
  • 3.8.2 Transferability
  • 3.8.3 Dependability
  • 3.8.4 Confirmability
  • 3.9 SUMMARY
• CHAPTER 4
  • DATA ANALYSIS AND INTERPRETATION
  • 4.1 INTRODUCTION
  • 4.2 BIOGRAPHICAL PROFILE OF THE PARTICIPANTS
  • 4.3 DATA ANALYSIS AND INTERPRETATION
  • 4.4 DISCUSSION OF THE DATA
  • 4.4.1 Theme 1
  • 4.4.1.1 Category 1
  • 4.4.1.2 Category 2
  • 4.4.1.3 Category 3
  • 4.4.2 Theme 2
  • 4.4.2.1 Category 1
  • 4.4.2.2 Category 2
  • 4.5 SUMMARY
• CHAPTER 5
  • FINDINGS, RECOMMENDATIONS, LIMITATIONS AND CONCLUSION

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This research investigates the challenges faced by teachers in mainstream classrooms when addressing the emotional well-being of foundation phase learners. The study aims to understand the experiences of these teachers and identify strategies for supporting their efforts.

• The emotional well-being of foundation phase learners in mainstream classrooms.
• Challenges faced by teachers in promoting emotional well-being.
• Factors impacting emotional well-being in the classroom.
• Effective strategies for supporting teachers and learners.
• The role of the teacher in promoting a positive learning environment.

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides an introduction to the study, outlining the general problem statement, clarifying key concepts, and presenting the research questions and aims. Chapter 2 delves into the relevant literature, exploring the goal of education, conceptualizing emotional well-being, and examining factors that impact learners' emotional well-being. The chapter concludes with an overview of challenges experienced by teachers and possible solutions.

Chapter 3 focuses on the research methodology employed in the study, outlining the qualitative research design, the paradigm of inquiry, the methodological approach, and the selection of the site, sample, and sampling methods. Chapter 4 presents the data analysis and interpretation, discussing the biographical profiles of the participants and presenting the themes and categories emerging from the data.

Schlüsselwörter (Keywords)

The primary focus of this research lies in the area of teacher challenges in mainstream classrooms, with a specific focus on foundation phase learners and their emotional well-being. Key themes explored include emotional well-being, teacher support, classroom environment, and effective strategies for promoting positive learning experiences.

Details

• Hochschule: Noordwes-Universiteit (Nordwest-Universität)
• Note: 2,2
• Autor: Anonym (Autor:in)
• Erscheinungsjahr: 2020
• Seiten: 60
• Katalognummer: V1330839
• ISBN (eBook): 9783346822093
• ISBN (Buch): 9783346822109
• Sprache: Englisch
• Schlagworte: teachers challenged dealing emotional well-being foundation-phase learners mainstream classrooms