Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic

Abstract

This research investigated the diverse experiences of anxiety among teachers in the classroom during the COVID-19 pandemic in independent primary schools in Gauteng, South Africa. The aim was to explore teachers' experiences of anxiety, encompassing physical, emotional, financial, and intellectual aspects, in order to assess their psychological well-being and promote their overall mental health. The study adopted a vignette research design, a phenomenological paradigm and a broad qualitative research approach, within which focus groups and a creative expressive art therapeutic (CEAT) process was facilitated. A phenomenological existential theoretical framework of anxiety guided the study. The study was conducted at three independent primary schools in the Gauteng province, selected through convenience sampling. Within each school, six participants took part in a focus group and a concurrent creative expressive art therapeutic (CEAT) process. Data collection involved asking focus group participants to create artefacts based on their experiences of COVID-19-related anxiety in the classroom. These artefacts were informed by the framework of CEAT activities, which included a selection of dry art mediums such as writing, drawing with pastels, and creating artefacts with clay. The sessions were facilitated by a registered psychologist trained in CEAT. The researcher assumed the role of vignette researcher, documenting observations during the facilitated CEAT process and crafting raw vignettes after each session. Data collection sessions were also video and audio recorded after obtaining permission from the participants. The audio recordings were transcribed. Additionally, photographs of the creative products produced by the participants were taken. Textual and visual data was then analysed through theme analysis and vignettes. Raw vignettes were developed into final vignettes through a series of vignette readings and resonance readings. Findings indicate the long-lasting challenges faced by teachers due to pandemic-induced anxiety. They also highlight increased collegiality and heightened mental health awareness among teachers. Their commitment to quality education, adaptability, and persistence were evident. The study aims to contribute to the body of knowledge on the effects of COVID-19 on teachers, specifically regarding their experiences of COVID-19-related anxiety.