Educator resilience in multigrade rural farm schools in KwaZulu-Natal: An exploratory case study
DOI:
https://doi.org/10.38140/ijrcs-2026.vol8.1.05Keywords:
Communities of practice, educator, multigrade teaching, qualitative, resilience, rural farm schoolsAbstract
Educator resilience in teaching at multigrade rural schools in South Africa remains an underexplored area of research, particularly concerning the understanding of how educators develop and sustain collaborative practices to navigate contextual and systemic constraints in multigrade settings. The purpose of this study was to investigate how primary school multigrade educators in rural farm schools in uPhongolo, KwaZulu-Natal, cultivate and maintain resilience in challenging rural environments. A qualitative exploratory case study design was employed, involving 18 multigrade educators selected through purposive sampling. Semi-structured, open-ended interviews were conducted to elicit educators lived experiences. Guided by Lave and Wenger’s Community of Practice theoretical framework, a thematic analysis revealed that educator resilience is harnessed and developed through collaboration with peers and professional networks, the creation of shared repertoires for teaching and instructional routines, navigating curriculum changes collectively, and providing and receiving emotional support during periods of burnout and stress. The findings position resilience as a socially constructed process that emerges within educators' professional communities in this context. This study contributes to the understanding of how collaborative practices enhance educator resilience in under-resourced settings, with implications for educational policy and educator development initiatives. Policies that promote school-based professional learning communities, mentoring, and peer support structures could play a crucial role in strengthening educators' resilience in rural multigrade contexts.
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Copyright (c) 2026 Deborah Catherine Lees, Jacomina Motitswe, Matshidiso Joyce Taole, Fulufhelo Mukhathi
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