Teachers in better-resourced, fee-charging schools reported higher levels of stress.
“Interestingly, teachers in mid-fee and high-fee schools reported feeling more stressed than those in no-fee and low-fee schools,” the report noted.
This is largely attributed to greater pressure from principals and parents and increased administrative expectations. The survey found 82% of teachers in mid-fee schools and 79% in high-fee schools said they struggle to maintain work-life balance.
The report also revealed the burden of administrative duties not only increases stress but also takes away from teaching time.
“Teachers raised many concerns about administration. The concerns ranged from the sheer amount of administration to the repetitive nature of the tasks, to the perception that many documents need to be prepared that are seldom looked at by managers or district officials,” the report said.
Teachers in rural areas face a different set of challenges. While they reported slightly lower levels of stress related to administration, they grapple with inadequate infrastructure, lack of internet connectivity and under-resourced schools.
Many reported having to pay for pupils’ stationery out of their own pockets.
Pupil poverty, ill-discipline, and emotional and behavioural issues among pupils were also highlighted as stressors, particularly in no-fee and low-fee schools.
“Teachers reported having to take on the role of social workers and counsellors for pupils who faced significant challenges at home.”
The study also revealed 71% of teachers rated rural areas as their least preferred work environment, with 40% saying nothing would convince them to work in a rural area.
This has serious implications for rural education, with the report warning: “Rural schools are likely to experience worse teacher shortages than those in urban areas.”
While financial incentives for rural teachers have been discontinued, the report suggested alternative strategies were required to attract teachers to underserved areas, such as subsidised accommodation, teaching assistants, and school fee subsidies for teachers’ children.
Geographically, teachers overwhelmingly preferred working in the Western Cape and Gauteng, with the report citing stronger departmental support and better resourcing as key drivers.