Teachers’ exposure and understanding of the role and services of educational psychologists in rural high schools, South Africa: I have seen psychologists on TV only
DOI:
https://doi.org/10.38140/ijsie.v2i2.1978Keywords:
Cultural-historical activity theory, Educational psychologists, Inclusive education, Learner support , Public school teachersAbstract
Educational psychologists are trained to support teachers, learners, and families; however, in many rural South African communities, such as the Mopani district in Limpopo, teachers have never encountered these professionals or their services. This study, grounded in a transformative research paradigm, explores systemic inequalities in psycho-educational support and amplifies the voices of rural teachers who are often marginalised in education policy and practice. Guided by social justice and equity principles, the study employed a qualitative approach and Participatory Action Learning and Action Research to engage eighteen public school teachers through focus group interviews. Findings reveal a persistent lack of access to and awareness of the roles of educational psychologists. Participants cited numerous barriers: stigma from parents/guardians, a burdensome referral process, limited teacher knowledge about when and how to refer learners, a national shortage of qualified educational psychologists, and insufficient departmental support. Teachers, some with over two decades of experience, expressed frustration, little to no interaction with educational psychologists, and uncertainty about their potential contributions to learner well-being. The study highlights the urgent need for policy reforms prioritising equitable access to psycho-educational services in rural schools. It calls for a transformative shift in educational support structures to address historical disparities and ensure all learners benefit from contextually relevant, professional psychological services.
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