Secondary school teachers' experiences of teaching pregnant learners in Limpopo province, South Africa

This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary sch...

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Bibliographic Details
Published in:	South African journal of education Vol. 34; no. 4; pp. 1 - 11
Main Authors:	Nolte, A.G.W., Matlala, Sogo F., Temane, M.A.
Format:	Journal Article
Language:	English
Published:	Education Association of South Africa (EASA) 01-11-2014 Education Association of South Africa
Subjects:	Academic Persistence Education & Educational Research Education, Scientific Disciplines Foreign Countries Health Needs High risk pregnancy Identification Learner pregnancy Parent Teacher Cooperation Pregnant Students Problems Qualitative Research School health services Secondary School Students Secondary School Teachers Semi Structured Interviews Sex Role Student Needs Teacher experiences Teacher Student Relationship Teaching Experience Teenage pregnancy South Africa high risk pregnancy school health services teacher experiences learner pregnancy teenage pregnancy
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Summary:	This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1) identification of pregnant learners; (2) continuation of pregnant learners' school career; (3) dilemmas related to school-attending pregnant learners; (4) support of school-attending pregnant learners; (5) gender in pregnancy caretaking; and (6) communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.
ISSN:	0256-0100 2076-3433 2076-3433
DOI:	10.15700/201412052112