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.
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
5.1 INTRODUCTION
5.2 FINDINGS
5.3 RECOMMENDATIONS
5.4 LIMITATIONS
5.5 CONCLUSION
Research Objectives and Themes
The primary aim of this research is to explore and understand the challenges teachers encounter in mainstream classrooms when supporting foundation phase learners who experience poor emotional well-being. Furthermore, the study seeks to compile potential solutions to these challenges and provide insights based on the personal experiences of educators in the field.
- Identifying specific emotional and behavioral challenges in the classroom.
- Analyzing the impact of external factors, such as parental involvement and socio-economic background, on learner well-being.
- Evaluating the adequacy of teacher training and professional development regarding emotional support.
- Developing practical pedagogical strategies to foster inclusive and safe learning environments.
- Assessing the role of collaborative support systems, including counseling and professional referral, for effective classroom management.
Excerpt from the Book
1.2 GENERAL PROBLEM STATEMENT
Emotional well-being is complex and thus is not encompassed by one main definition, however it is best defined in two aspects. The first aspect is regarding the individual themselves and is given by Choi (2018:7) who states that emotional well-being is essentially all the emotions and experiences that are experienced by an individual, that could result in either positive or negative feelings. The second aspect comprises of the individual’s ability to effectively socialise and is defined by Bruwer (2016:192) as the individual’s ability to exude empathy to other individuals’ feelings, which is of great importance for social interactions.
These variations in a learners’ emotional well-being are important to understand when implementing strategies to address inequalities, as each variation could present as a different behaviour by the learner, such as feelings of inadequacy presenting as lack of participation in the classroom, or other behaviours with other underlying causes such as disruptive behaviour or attention deficiency, all of which can negatively impact the learners academics, resulting in the learner experiencing feelings of failure (Bruwer, 2016:198-199). Therefore it is clear that emotional well-being is of importance in order to aid an individual in becoming both independent and in control of their own lives, due to the fact that it promotes the development of problem-solving skills, resilience and positive social relationships (Watson et al., 2012:1-2).
Chapter Summaries
CHAPTER 1 INTRODUCTION AND ORIENTATION OF THE STUDY: This chapter provides an overview of the research scope, defines key concepts related to emotional well-being, and outlines the research methodology and ethical considerations.
CHAPTER 2 LITERATURE REVIEW: This chapter contextualizes the goal of inclusive education and examines factors affecting emotional well-being, including individual, familial, and school-related influences, while identifying teacher challenges and potential interventions.
CHAPTER 3 RESEARCH METHODOLOGY: This chapter details the qualitative research design, interpretivist paradigm, and phenomenological approach used to gather data through semi-structured interviews.
CHAPTER 4 DATA ANALYSIS AND INTERPRETATION: This chapter presents the identified themes and categories derived from participant interviews, focusing on teachers' experiences of challenges and their suggested strategies.
CHAPTER 5 FINDINGS, RECOMMENDATIONS, LIMITATIONS AND CONCLUSION: This chapter summarizes the empirical findings, offers recommendations for policy and practice, and reflects on the limitations of the study.
Keywords
Emotional well-being, foundation phase, mainstream classroom, inclusivity, teacher challenges, parental involvement, professional development, social-emotional learning, qualitative research, phenomenology, learner support, inclusive education, classroom management, student well-being, educational psychology.
Frequently Asked Questions
What is the core focus of this research paper?
The paper primarily investigates the challenges teachers face when managing the emotional well-being of foundation phase learners within mainstream classroom settings, aiming to highlight how these challenges impact daily teaching.
What are the primary themes discussed in the study?
The key themes include the lack of specific teacher training in emotional health, the deficit in parental involvement, high workload pressures in overcrowded classrooms, and the strategies teachers develop to bridge these gaps.
What does the research define as the main objective?
The main objective is to explore teacher perspectives and experiences to compile actionable solutions for supporting learners who struggle with poor emotional well-being, striving for a safer and more inclusive education system.
Which scientific methodology is employed?
This study utilizes a qualitative research design, specifically adopting an interpretivist paradigm and a phenomenological approach to derive deep insights into the lived experiences of the participating teachers.
What does the main body of the work cover?
The main body covers a comprehensive literature review on emotional well-being, a detailed explanation of the research methodology, and a thorough analysis and interpretation of semi-structured interview data gathered from primary school educators.
Which keywords define this work?
Key terms include emotional well-being, inclusive education, teacher challenges, professional training, and learner support systems.
How did the Covid-19 pandemic affect this study?
The pandemic imposed logistical limitations, specifically affecting the timeframe and the interview process, as participants faced increased workloads and restricted opportunities for traditional data gathering.
What specific practical strategies do teachers suggest?
Teachers emphasize the importance of building patient, empathetic relationships, advocating for play therapy and specialized emotional training, and finding ways to work collaboratively with parents to ensure holistic support.
- Citar trabajo
- Anonym (Autor), 2020, Teachers Challenged. Dealing with the Emotional Well-Being of Foundation-Phase Learners in Mainstream Classrooms, Múnich, GRIN Verlag, https://www.grin.com/document/1330839
