Mental Health of Emerging Private Primary School Teachers: An Exploratory Case Study in Gaborone, Botswana

Buyisani Dube, Bolatumi Oyegoke and Duduzile Nkomo
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Buyisani Dube: Department of Educational Administration, Leadership and Management, BA ISAGO University, Botswana
Bolatumi Oyegoke: Department of Educational Administration, Leadership and Management, BA ISAGO University, Botswana
Duduzile Nkomo: Department of Special Education, Psychology, and Guidance and Counselling, BA ISAGO University, Botswana

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 1, 2200-2210

Abstract: The development of any nation is premised on the nature and level of education of its citizens. It is in this regard that education is viewed as the most powerful weapon to end poverty and craft a desirable path for a sustainable future. Consequently, the health and well-being of teachers become apparent to deliver quality education. The purpose of this study was to explore the mental health of emerging private primary school teachers in Gaborone, Botswana. A qualitative research approach of the interpretive paradigm was used to guide this study. The study was couched within social constructionism theoretical framework. Population of the study comprised all teachers, school principals and members of Parents Teachers Association (PTA) of emerging private primary schools. Non-probability purposive sampling was used to select rich informants regarding mental health knowledge of teachers in schools under study. Face-to-face semi-structured interviews were conducted with 3 principals and 5 teachers. Focus group interview (FGI) was managed with 3 parents that were members of the PTA in the selected private schools. The study established that work overload, teacher burnout, job insecurity and unstable work relations fuelled mental health problems. The study recommends the establishment of strong social welfare networks among staff members, settlement grant for newly employed teachers and expeditious processing of documentations for professional practice.

Date: 2024
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