Teacher mental health promotion in creating quality teaching environments in dysfunctional secondary schools

Abstract

The aim of this study was to find out challenges in the promotion of the teachers’ mental health for them to create an environment that promotes quality teaching and learning in dysfunctional secondary schools in Mutale area in the Vhembe District of Limpopo Province. Quantitative research design was used, collecting data through questionnaires. Purposive sampling procedure was used to select 160 teachers from rural dysfunctional schools. Data were analysed using International Business Machines Corporation Statistical package for Social Sciences (IBM SPSS statistics). Results showed that conditions in the schools were not conducive to promotion of teachers’ mental health. Teachers were demotivated resulting in poor performance in school activities including teaching in class. Some teachers even left the profession. Poor performance of teachers rendered the schools dysfunctional. A model was developed in order to enhance the quality of teaching and learning in dysfunctional secondary schools in the Mutale area through promotion of teachers’ mental health.

Keywords: sustainability, teaching environments, dysfunctional school, secondary schools, teachers’ mental health