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The social connectedness of teachers in primary schools in challenged contexts
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613716789329920 |
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| access_status_str | Open Access |
| author2 | Ebersohn, L. (Liesel) |
| author_browse | Ebersohn, L. (Liesel) |
| author_facet | Ebersohn, L. (Liesel) |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80695 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:34.602Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/80695 The social connectedness of teachers in primary schools in challenged contexts Ebersohn, L. (Liesel) joannetomlinson93@gmail.com Graham, Marien Alet Van Staden, Surette Tomlinson, Joanne Ruth Social connectedness Teachers Peri-urban primary schools Socio-economic disadvantage Need for relatedness Trust Belonging Building relationships Quality-of-life satisfaction UCTD Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. This secondary data analysis study aimed to describe the social connectedness of primary school teachers in challenged state, peri-urban primary schools in the Eastern Cape, South Africa. The study drew on extant baseline data (completed social connectedness questionnaires) from the Isithebe study on social connectedness as pathway to teacher resilience, conducted in six purposively sampled primary schools with thirty-six conveniently sampled teachers. The study aimed to ascertain the social connectedness of teachers as well as the internal consistency reliability of the REPSSI Social Connectedness Questionnaire in a South African context. All quantitative data were analysed using Statistical Package for the Social Sciences (SPSS). Descriptive statistics, Cronbach’s alpha reliability analyses and Kuder-Richardson 20 (KR-20) analyses were performed with the data. Results showed that, with exceptions, most teachers in the sample reported high social connectedness in the areas of quality-of-life satisfaction, need for relatedness, belonging, and trust. A small number of teachers reported experiences of loneliness and isolation. Results also showed that selected scales on the Regional Psychosocial Support Initiative (REPSSI) Social Connectedness Questionnaire (REPSSI, 2016) had high internal consistency, supporting internal consistency reliability of the scales for the current sample. The study serves as a baseline from which further South African research can be conducted regarding the social connectedness of teachers and the factors affecting their social connectedness, as well as the use of the REPSSI Social Connectedness Questionnaire in challenged education contexts in the Global South. Synergos Educational Psychology MEd (Educational Psychology) Unrestricted 2021-07-02T18:34:31Z 2021-07-02T18:34:31Z 2021 2021 Mini Dissertation * S2021 http://hdl.handle.net/2263/80695 en © 2019 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 | Social connectedness Teachers Peri-urban primary schools Socio-economic disadvantage Need for relatedness Trust Belonging Building relationships Quality-of-life satisfaction UCTD The social connectedness of teachers in primary schools in challenged contexts |
| title | The social connectedness of teachers in primary schools in challenged contexts |
| title_full | The social connectedness of teachers in primary schools in challenged contexts |
| title_fullStr | The social connectedness of teachers in primary schools in challenged contexts |
| title_full_unstemmed | The social connectedness of teachers in primary schools in challenged contexts |
| title_short | The social connectedness of teachers in primary schools in challenged contexts |
| title_sort | social connectedness of teachers in primary schools in challenged contexts |
| topic | Social connectedness Teachers Peri-urban primary schools Socio-economic disadvantage Need for relatedness Trust Belonging Building relationships Quality-of-life satisfaction UCTD |
| url | http://hdl.handle.net/2263/80695 |