Using vignettes to understand teacher well-being, anxiety and the long-term effects of the COVID-19 pandemic

Abstract

This study utilised vignettes to investigate the diverse experiences of anxiety among teachers during the COVID-19 pandemic in independent primary schools in Gauteng, South Africa. The study adopted a retrospective vignette research design, a phenomenological paradigm, and a broad qualitative research approach. Participants (n = 18) took part in focus groups and concurrent creative expressive art therapeutic (CEAT) processes. Data collection involved asking focus group participants to create artefacts based on their experiences of COVID-19-related anxiety in the classroom. Raw vignettes were developed into final vignettes from observation data through a series of vignette and resonance readings. Findings indicate the long-lasting challenges faced by teachers due to pandemic-induced anxiety. It also highlights increased collegiality and heightened mental health awareness among teachers. Their commitment to quality education, adaptability, and persistence was evident. The study aims to inform interventions for the long-term effects of COVID-19 on teachers, specifically regarding their experiences of COVID-19-related anxiety