An exploration of educators' perception of their psycho-social well-being in the Eastern Cape primary school context

Abstract

Educators in the Eastern Cape face persistent challenges stemming from systemic under-resourcing, socio-economic inequality, and emotionally demanding work environments, factors that deeply affect their psychosocial well-being. Recognising their central role in shaping learning environments, this study describes and interprets the personal, professional, and societal influences on educator well-being. Drawing on secondary data from a broader study conducted across three South African provinces, this research focused specifically on 12 in-depth interviews conducted with purposively selected primary school educators in several districts in the Eastern Cape. A reflexive thematic analysis, guided by Braun and Clarke’s approach and supported by Bronfenbrenner’s Ecological Systems Theory, the Job Demands–Resources (JD-R) model, and Maslow’s Hierarchy of Needs, was used to analyse participants’ narratives. The findings revealed that educators experience emotional exhaustion due to limited departmental support, report high community crime, unrealistic administrative demands, and minimal parental involvement. The removal of educator assistants further increased workloads, while financial strain forced some educators to personally fund classroom materials to facilitate effective learning and teaching. Informal coping mechanisms such as peer support, spirituality, and counselling were frequently used, though access to formal psychological resources remained scarce. Many educators entered the profession with passion and purpose, however their real-world experiences, especially within disadvantaged public-school settings, often diminished their initial enthusiasm. This study received ethical approval from the Humanities and Social Sciences Research Ethics Committee (HS24/6/9). Key recommendations from this research include that prioritise building inclusive and accessible support systems for educators, reducing workload pressures, and developing initiatives that focus on recognising educators’ professional identity as central to their well-being.