Browsing by Subject "Well-being"

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    An investigation of teachers' perception of well-being under the conditions of COVID-19 in private (independent) high schools in the Cape Town Metro – a survey analysis.
    (2024) Atkins, Candrine; Hardman, Joanne
    Teachers, playing a pivotal role in education, are increasingly facing complex challenges, including addressing students' social and emotional needs, managing classrooms, integrating technology, and navigating evolving educational policies. These challenges, along with limited resources and societal expectations, can significantly impact teachers' well-being. This study investigated the impact of the COVID-19 pandemic on the well-being of private high school teachers in Cape Town, South Africa. Grounded in Carol Ryff's Scales of Psychological WellBeing, the research explores the multifaceted dimensions of teachers' psychological well-being in the context of unprecedented changes brought about by the global pandemic. A mixed methods approach combining quantitative and qualitative methods for a comprehensive understanding of well-being was used through a survey that targeted the selected private high schools in Cape Town. Purposive sampling was used to select six private high schools based on specific criteria. The sample (N) included 76 participants who fully completed the questionnaire and were therefore analysed. Data collection involved a survey with both closed-ended (quantitative: Likert scale) and open-ended (qualitative) questions, employing Ryff's psychological well-being model. The central aspects of Ryff's model refer to well-being along the categories of autonomy, environmental mastery, personal growth, positive relations, self-acceptance, and purpose in life. Where scores are high, along these dimensions, well-being is high. Findings in relation to this sample indicate that autonomy reveals a contradiction between high quantitative scores and qualitative struggles, particularly regarding curriculum constraints. While teachers indicate in the survey Likert scale quantitative data that they have high autonomy, in the open-ended questions they indicated a contradictory finding in relation to the curriculum, over which they felt little autonomy. Environmental Mastery, with the lowest average score, reflects challenges in managing uncertainties, especially during the pandemic. Personal growth scored the highest in this survey, indicating widespread positive perceptions of development despite challenges. Qualitatively the participants indicate that their ability to deal with the technological challenges they faced under COVID made them grow personally. Purpose in life sees a positive shift due to the pandemic, fostering personal growth and re-evaluation of life direction. Positive relations scores lower, emphasizing the complexity of interpersonal connections during challenges like online teaching, where face to face meetings are not possible. Finally, Self-acceptance scored positively, indicating teachers' positive attitudes toward continuous learning and selfdiscovery. Again, this can be attributed to teachers' perceptions that they met the technological challenges of online teaching during the pandemic. Overall, scores of well-being were high indicating that teachers in private schools were able to navigate the pandemic relatively well.
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    Examining the Degree of Duration Dependence in the Western Cape Labour Market
    (Southern Africa Labour and Development Research Unit, 2015-05-28) Brick, K.; Mlatsheni, C.
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    Exploring the perceptions of service providers regarding the need for and availability of services that affect the well-being of LGBTQIA+ individuals living with intellectual and developmental disability in Cape Town, South Africa
    (2025) Poswa, Nathi; Kleintjes, Sharon
    Background: Limited studies have focused on the service providers' perspective regarding the need for and availability of services for people with intellectual and developmental disability (IDD) who identify as lesbian, gay, bisexual, transgender, queer, questioning, intersex, and asexual (LGBTQIA+) (Stoffelen, Kok, Hospers, et al., 2013). The purpose for the study was to promote a better understanding of what service-providing organisations, policymakers, researchers, advocacy groups, and the government should focus on to advocate for and meet the needs of LGBTQIA+ people with IDD. Method: The study design was qualitative. A scoping review of the literature was undertaken, and semi-structured interviews were conducted with 13 service providers who work with people who have IDD, people from the LGBTQIA+ community, and individuals with both identities. Results: The results indicated that, for people with IDD who are LGBTQIA+, service availability and access is dependent, in part, on service providers' core beliefs rather than policy guidance. The results indicate that there is a need for sexuality education that focuses on different sexual orientations for people with IDD and their service providers. Study implications: More research is needed to explore the perceptions of transgender individuals with IDD regarding the availability of and access to gender affirming healthcare, as well as research to inform the development or adaptation of LGBTQIA+ inclusive educational programmes for service providers, users and their caregivers. Future research should include LGBTQIA+ service users' primary accounts, to inform decision-making for service developments and educational resource developments regarding all aspects of their sexual health and well-being.
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    Non-monetary dimensions of well-being: A comment
    (Development Southern Africa, 2015-05-28) Wittenberg, Martin
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    Prosocial spending and well-Being: Cross-cultural evidence for a psychological universal
    (Journal of Personality and Social Psychology, 2015-05-28) Aknin, Lara; Barrington-Leigh, Christopher; Dunn, Elizabeth; Helliwell, John; Biswas-Diener, Robert; Kemeza, Imelda; Nyende, Paul; Ashton-James, Clare; Norton, Michael; Burns, Justine