Experiences of primary school educators supporting learners who are hiv/aids orphans and vulnerable children at Umkhanyakude district Kwazulu-Natal

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dc.contributor.advisorThwala, J.D.
dc.contributor.advisorShabalala, M.M.
dc.contributor.authorSibeko, Sifiso Gift
dc.date.accessioned2019-09-26T12:04:00Z
dc.date.available2019-09-26T12:04:00Z
dc.date.issued2018
dc.descriptionSubmitted in fulfilment of the requirements of the Master of Arts (Community work) in the Department of Social Work in the Faculty of Arts at the University of Zululand, 2018.en_US
dc.description.abstractRecent studies indicate that there has been a dramatic increase in the number of school going HIV/AIDS orphans in South Africa. The study purpose was to explore the experiences of primary school educators supporting learners who are HIV/AIDS orphans and vulnerable children in the uMkhanyakude District, KwaZulu-Natal. KwaZulu-Natal has the highest number of orphans. The study targeted primary school educators in UMkhanyakude District, KwaZulu-Natal. A qualitative research approach was adopted for this study; due to using such an approach, the sample was selected through a non-probability sample technique with purposive sampling. Unstructured interviews were used to collect data from members of School Management Teams and focus groups were facilitated to gather data from class educators. Content analysis was used to analyse data. Three main themes emerged from the data analysis process: difficulties faced by educators; opportunities available for educators supporting OVC’s; and challenges educators face when supporting HIV/AIDS orphans and vulnerable children. Findings of the study were that educators face challenges such as dealing with socially unacceptable behaviour of HIV/AIDS orphans and vulnerable children. They indicated that it led to stress and depression. Opportunities for supporting orphans were limited since schools do not have policies and resources to provide support to HIV/AIDS orphans and vulnerable children. Both educators and SMT revealed that they have limited knowledge of policies and skills to create school-based supportive environments. Challenges such as: a lack of resources, unresponsive guardians of orphans, poor attendance and performance of HIV/AIDS orphans and vulnerable children were discovered. Recommendations were based on the training and development needed by educators. Educators unanimously agreed that outsourcing professionals, such as school social workers and psychologists, could help them cope with these predicaments they face. Secondly, involving community-based structures was another recommendation to ensure that everyone in the community plays a role in supporting educators.en_US
dc.description.sponsorshipUniZulu Foundationen_US
dc.identifier.urihttps://hdl.handle.net/10530/1835
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectPrimary school educatorsen_US
dc.subjectHIV/aids orphansen_US
dc.subjectVulnerable childrenen_US
dc.titleExperiences of primary school educators supporting learners who are hiv/aids orphans and vulnerable children at Umkhanyakude district Kwazulu-Natalen_US
dc.typeThesisen_US
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