Rural public primary school educators' challenges and emotional well-being during COVID-19 in the North West province: South Africa

Résumé

The sudden onset of the COVID-19 pandemic severely disrupted education in South Africa, with rural schools particularly unprepared for the transition to online learning. Although previous research examined the education system's response, limited attention was given to the difficulties and emotional burdens experienced by educators themselves. This qualitative research study described the challenges and emotional well-being of public primary school educators in the North West province (South Africa) during the pandemic, addressing an important gap in understanding their lived experiences. Data were collected online using individual semi-structured interviews from ten educators and analysed using thematic analysis. The findings revealed intense emotional strain among educators, primarily due to the abrupt shift to virtual teaching, insufficient resources, and limited institutional support. Educators felt overwhelmed, anxious, and underprepared for the demands of remote instruction. Despite these challenges, educators demonstrated notable emotional resilience. Most relied on self-developed coping strategies such as peer support, personal routines, and adaptive teaching methods to sustain their well-being and continue meeting learners' needs. Their experiences highlighted the central role of emotional well-being in maintaining effective teaching and positive learning outcomes during crises. The study underscores the urgent need to support educators' psychological well-being, particularly during large-scale disruptions. Strengthening emotional support systems, improving digital readiness, and ensuring adequate resources could enhance resilience in future crises.

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