Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school

Thobeka  Mbhele

doi:10.38140/ijsie.v1i1.1258

Authors

Thobeka Mbhele KwaZulu Natal Department of Education, South Africa

DOI:

https://doi.org/10.38140/ijsie.v1i1.1258

Keywords:

Novice teachers, , COVID-19 pandemic , Rural school, Novice teachers’ challenges , Novice teachers’ strategies

Abstract

The study was undertaken to investigate and understand the challenges and strategies of novice teachers in coping with COVID-19 at a rural school. The researcher observed and experienced many challenges during the first year of teaching, including stress, anxiety, depression, lack of support, and lack of collaboration with teammates. This study explores the challenges faced by novice teachers in coping with the COVID-19 pandemic at a rural school. The study employed a qualitative approach, interpretive paradigm, and case study design. Four high school novice teachers participated in this study. Guided by ethical considerations in research, semi-structured interviews were used to collect data. This study used narrative analysis to analyse data from the participants. This study found overcrowded classrooms, heavy workloads, lack of resources, lack of support, tribalism, lack of orientation, lack of discipline, lack of knowledge of subject content, and pressure from school administration as challenges encountered by novice teachers during COVID-19. This study also revealed frustration, discouragement, Insomnia, and mood swings as the effects affecting novice teachers’ well-being. In conclusion, novice teachers applied different strategies to deal with challenges during COVID-19. The Department of Education in Free State should provide mobile classrooms so learners are comfortable and enjoy the lesson, and teachers can also move around when presenting a lesson. The government must develop supportive social networks and proper orientation for novice teachers to limit the lack of support.

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