Resilience in a high-risk community : experiences of female educators in leadership positions

MA (Positive Psychology), North-West University, Potchefstroom CampusEducators from schools in South African high-risk communities face enormous challenges among others as a result of their learners mostly coming from families who face poverty and a lack of resources. School structures in these communities are seldom sufficiently equipped or resourced. Schools are often the target of gangster activities and other violent crimes, rendering the schools vulnerable and forcing learners and staff in “lock-down mode” until the danger has subsided. Over and above the educational tasks set by the curriculum, a heavy administrative burden and often unscheduled interaction with parents around learner issues, distract from the educational focus and classroom time. Despite such conditions, some educators persist in the classroom for years and they do experience success and job satisfaction. Regardless of stressors and burdens, it seems that many female educators in leadership positions have attained hardiness in spite of the high incidence of adversity and constant exposure to poverty and other socio-economic ills. A gap has been identified in existing research about the resilience of female educators in leadership positions working within the context of a high-risk community in the Western Cape. In this qualitative study, nine participants from seven schools in a specific high-risk community willingly participated in semi-structured interviews. Thematic analysis of the data gathered revealed that the resilience of these educators is exhausted by certain discouraging intra-personal and inter-personal interactions, as well as the many risks associated with educating in a high-risk community. However, the participants’ experiences of resilience are fuelled by intra-personal strengths, quality inter-personal connections and support from the community. A key attribute to fortify the resilience of female educators in leadership positions, is a deep compassion for learners and education. Personal growth and self-transcendence are keys to sustained resilience. It is recommended that the need for meaningful support among female educators in leadership is addressed via formal and informal collaboration in this high-risk community.Master