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“We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers
The quality and nature of student-teacher relationships have implications outside of the academic domain. Support from teachers plays a significant protective role in the mental and emotional well-being of adolescents and young people, and can help to reduce or delay their engagement in risk behavio...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193282/ https://www.ncbi.nlm.nih.gov/pubmed/37207104 http://dx.doi.org/10.3389/feduc.2022.882959 |
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author | Duby, Zoe Maruping, Kealeboga Jonas, Kim Appollis, Tracy McClinton Vanleeuw, Lieve Mathews, Catherine |
author_facet | Duby, Zoe Maruping, Kealeboga Jonas, Kim Appollis, Tracy McClinton Vanleeuw, Lieve Mathews, Catherine |
author_sort | Duby, Zoe |
collection | PubMed |
description | The quality and nature of student-teacher relationships have implications outside of the academic domain. Support from teachers plays a significant protective role in the mental and emotional well-being of adolescents and young people, and can help to reduce or delay their engagement in risk behaviours, thereby decreasing negative sexual and reproductive health outcomes such as teenage pregnancy. Using the theory of teacher connectedness, an element of school connectedness, this research explores the narratives surrounding teacher-student relationships amongst South African adolescent girls and young women (AGYW) and teachers. Data were collected through in-depth interviews with 10 teachers, and 63 in-depth interviews and 24 focus group discussions with 237 AGYW aged 15–24 from five South African provinces characterised by high rates of HIV and teenage pregnancy amongst AGYW. Analysis of the data followed a thematic and collaborative approach, comprising coding, analytic memo-ing, and verification of emerging interpretations through discussion and participant feedback workshops. Findings related to perceptions of support and connectedness in teacher-student relationships centred around AGYW narratives of mistrust and a lack of support from teachers, and the consequential negative implications for academic performance and motivation to attend school, self-esteem, and mental health. Teachers’ narratives centred around challenges providing support, feeling overwhelmed and incapable of fulfilling multiple roles. Findings provide valuable insight into student-teacher relationships in South Africa, their impact on educational attainment, and on the mental health and sexual and reproductive health of AGYW. |
format | Online Article Text |
id | pubmed-10193282 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
record_format | MEDLINE/PubMed |
spelling | pubmed-101932822023-05-18 “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers Duby, Zoe Maruping, Kealeboga Jonas, Kim Appollis, Tracy McClinton Vanleeuw, Lieve Mathews, Catherine Front Educ (Lausanne) Article The quality and nature of student-teacher relationships have implications outside of the academic domain. Support from teachers plays a significant protective role in the mental and emotional well-being of adolescents and young people, and can help to reduce or delay their engagement in risk behaviours, thereby decreasing negative sexual and reproductive health outcomes such as teenage pregnancy. Using the theory of teacher connectedness, an element of school connectedness, this research explores the narratives surrounding teacher-student relationships amongst South African adolescent girls and young women (AGYW) and teachers. Data were collected through in-depth interviews with 10 teachers, and 63 in-depth interviews and 24 focus group discussions with 237 AGYW aged 15–24 from five South African provinces characterised by high rates of HIV and teenage pregnancy amongst AGYW. Analysis of the data followed a thematic and collaborative approach, comprising coding, analytic memo-ing, and verification of emerging interpretations through discussion and participant feedback workshops. Findings related to perceptions of support and connectedness in teacher-student relationships centred around AGYW narratives of mistrust and a lack of support from teachers, and the consequential negative implications for academic performance and motivation to attend school, self-esteem, and mental health. Teachers’ narratives centred around challenges providing support, feeling overwhelmed and incapable of fulfilling multiple roles. Findings provide valuable insight into student-teacher relationships in South Africa, their impact on educational attainment, and on the mental health and sexual and reproductive health of AGYW. 2022-09-07 /pmc/articles/PMC10193282/ /pubmed/37207104 http://dx.doi.org/10.3389/feduc.2022.882959 Text en https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Article Duby, Zoe Maruping, Kealeboga Jonas, Kim Appollis, Tracy McClinton Vanleeuw, Lieve Mathews, Catherine “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title | “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title_full | “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title_fullStr | “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title_full_unstemmed | “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title_short | “We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers |
title_sort | “we can’t share things with our teachers”: narratives of mistrust and disconnect between south african female learners and their teachers |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193282/ https://www.ncbi.nlm.nih.gov/pubmed/37207104 http://dx.doi.org/10.3389/feduc.2022.882959 |
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