At a time when teachers are so often regarded as the unsung heroes of society, growing attention is being paid to the emotional burden they carry on a daily basis. The question is no longer whether teachers are under pressure, but rather how long they can withstand it without severe consequences for their own well-being and for the future of South Africa’s children. Dr Marelize Vergottini, senior lecturer in Social Work at the North-West University (NWU), cautions that the emotional well-being of our teachers is in a state of crisis – one that can no longer be ignored.
She explains it as follows:
“Teaching has always been a challenging profession – a “calling”, as the saying goes – but in South Africa, it is currently taking an emotional toll on teachers that cannot be ignored. Teachers are the backbone of the education system, and play one of the most important roles in the future of our children, but they are expected to work in unbearable conditions. Their emotional welfare causes concern and many teachers leave the profession, which has far-reaching consequences. Let us be honest now: the conditions are extremely difficult – not just for the teachers themselves, but also for learners and the bigger education system.
One of the most urgent challenges is workload. Teachers have been responsible for more than just teaching for a long time. They have to deal with an overflowing list of tasks: lesson planning, assessments, moderating, extramural activities, disciplinary interventions, parent meetings, committees and other administrative duties. The emphasis of the Department of Basic Education on accountability and performance measurement has unwittingly increased the pressure on teachers. Many teachers spend hours after school on paperwork and other tasks that leave them emotionally drained, with little time to rest and take care of family responsibilities.
Inclusive education, although it is an essential and idealistic policy, adds another layer of complexity. Classrooms are becoming increasingly diverse, with learners having a wide range of learning needs and barriers to learning – including physical disabilities, learning problems and psychosocial, emotional or behaviour challenges. Although the intention behind inclusive education is good, many teachers are not adequately trained and receive little support to meet these divergent needs. The lack of appropriate resources, specialist support and manageable class sizes leads to feelings of helplessness and frustration.
Discipline is a major problem, with the rights of learners being totally overemphasised, and little responsibility accompanying these rights. Teachers’ hands are tied and they struggle to maintain basic discipline. We see every day on social media how learners treat teachers without respect, and how teachers are simply powerless to deal with situations. They have a passion for their work and would like to protect learners’ rights to an education and to learn.
Overcrowded classrooms are a systemic barrier in many schools – particularly in rural and underprivileged areas – and class sizes can vary between 50 or even 70 learners. Under these conditions, it is virtually impossible to pay individual attention to a learner, maintain discipline or provide quality teaching. The constant noise, lack of physical space and constant demands create an atmosphere of chaos every day. In these circumstances, staff often experience continuous stress, exhaustion and, ultimately, burnout.
Add to this all the administrative tasks placed on teachers’ shoulders. Instead of focusing on their core role as educators, they spend hours completing forms, drafting reports and complying with prescribed processes. Their paperwork, although intended to demonstrate accountability, often feels meaningless and disconnected from the reality in the classroom.
The consequences of these stress factors are extensive. Many teachers experience emotional exhaustion and anxiety, and some suffer from depression. Some leave the profession, while others are just trying to survive, without building a bond with their learners. This affects the quality of teaching and also the morale of the entire school community.
If South Africa is serious about improving education, the welfare of its teachers should be the starting point. Focus on smaller classroom sizes, reducing administrative tasks, and providing appropriate training and support for inclusive education. Recognition should be given to the emotional inputs that accompany teaching. This profession includes people who carry our adults of the future in their hands. Without urgent intervention we run the risk of losing more of our most dedicated teachers.”
Dr Marelize Vergottini
