Exploring Public-School Educators in Navigating Their Professional and Personal Challenges in Lusaka, Zambia: A Hermeneutic Phenomenology

This study aims at public-school educators in balancing their professional and personal challenges. Using a hermeneutic phenomenological approach, the research seeks to understand how educators cope with workload, resource constraints, student behavior, and personal life, responsibilities while maintaining their well-being and professional efficacy. Public-school educators face numerous challenges, including heavy workloads, inadequate resources, low compensation, and emotional stress. These challenges often lead to burnout, reduced job satisfaction, and poor work-life balance. Despite various policies and interventions, educators continue to struggle, affecting both their performance and student outcomes. This study addresses how educators navigate these issues and develop resilience. The Objectives was to explore the professional and personal challenges faced by public-school educators. This study provides insights into the real-life struggles of educators, helping policymakers, administrators, and stakeholders develop targeted interventions. Understanding these challenges can lead to improved teacher retention, mental health support, and enhanced professional development programs. A qualitative research design employing hermeneutic phenomenology was used. Thematic analysis was conducted to identify patterns and key insights from participants' lived experiences. The study involved 15 public-school educators from Lusaka secondary schools, selected using purposive sampling to ensure diversity in experiences and backgrounds. It was discovered that educators face significant stress due to workload, inadequate resources, and personal responsibilities. Many rely on peer support, time management strategies, and intrinsic motivation to cope. However, a lack of institutional support exacerbates their struggles.