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Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic
Thesis (PhD (Educational Psychology))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613515107270656 |
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| access_status_str | Open Access |
| author2 | Eloff, Irma F. |
| author_browse | Eloff, Irma F. |
| author_facet | Eloff, Irma F. |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Educational Psychology))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100904 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:22.258Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100904 Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic Eloff, Irma F. leanda.otto@gmail.com Otto, Leanda UCTD Sustainable development goals (SDGs) COVID-19 pandemic Anxiety Creative expressive arts therapy (CEAT) Teachers Vignettes Classroom Thesis (PhD (Educational Psychology))--University of Pretoria, 2024. This research investigated the diverse experiences of anxiety among teachers in the classroom during the COVID-19 pandemic in independent primary schools in Gauteng, South Africa. The aim was to explore teachers' experiences of anxiety, encompassing physical, emotional, financial, and intellectual aspects, in order to assess their psychological well-being and promote their overall mental health. The study adopted a vignette research design, a phenomenological paradigm and a broad qualitative research approach, within which focus groups and a creative expressive art therapeutic (CEAT) process was facilitated. A phenomenological existential theoretical framework of anxiety guided the study. The study was conducted at three independent primary schools in the Gauteng province, selected through convenience sampling. Within each school, six participants took part in a focus group and a concurrent creative expressive art therapeutic (CEAT) process. Data collection involved asking focus group participants to create artefacts based on their experiences of COVID-19-related anxiety in the classroom. These artefacts were informed by the framework of CEAT activities, which included a selection of dry art mediums such as writing, drawing with pastels, and creating artefacts with clay. The sessions were facilitated by a registered psychologist trained in CEAT. The researcher assumed the role of vignette researcher, documenting observations during the facilitated CEAT process and crafting raw vignettes after each session. Data collection sessions were also video and audio recorded after obtaining permission from the participants. The audio recordings were transcribed. Additionally, photographs of the creative products produced by the participants were taken. Textual and visual data was then analysed through theme analysis and vignettes. Raw vignettes were developed into final vignettes through a series of vignette readings and resonance readings. Findings indicate the long-lasting challenges faced by teachers due to pandemic-induced anxiety. They also highlight increased collegiality and heightened mental health awareness among teachers. Their commitment to quality education, adaptability, and persistence were evident. The study aims to contribute to the body of knowledge on the effects of COVID-19 on teachers, specifically regarding their experiences of COVID-19-related anxiety. Educational Psychology PhD (Educational Psychology) Unrestricted Faculty of Education SDG-03: Good health and well-being SDG-04: Quality Education 2025-02-14T08:51:27Z 2025-02-14T08:51:27Z 2025-04 2024-11-30 Thesis * A2025 http://hdl.handle.net/2263/100904 10.25403/UPresearchdata.28416752 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable development goals (SDGs) COVID-19 pandemic Anxiety Creative expressive arts therapy (CEAT) Teachers Vignettes Classroom Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title | Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title_full | Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title_fullStr | Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title_full_unstemmed | Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title_short | Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic |
| title_sort | teachers experiences of anxiety in the classroom during the covid 19 pandemic |
| topic | UCTD Sustainable development goals (SDGs) COVID-19 pandemic Anxiety Creative expressive arts therapy (CEAT) Teachers Vignettes Classroom |
| url | http://hdl.handle.net/2263/100904 |