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The Influence of the Pandemic on the Affective States of School Principals and Teachers: A Comparative Study between South Africa and Latvia

Author

Listed:
  • Leentjie van Jaarsveld

    (Faculty of Education, North-West University, Potchefstroom 2531, South Africa)

  • Lasma Latsone

    (Center of Education and Social Work, Riga Technical University Liepaja Academy, LV-3401 Liepaja, Latvia)

  • Charl Wolhuter

    (Faculty of Education, North-West University, Potchefstroom 2531, South Africa)

  • Branwen Challens

    (Faculty of Education, North-West University, Potchefstroom 2531, South Africa)

Abstract

This study explores the extensive influence of COVID-19 on the affective states of school principals and teachers. A comparative, qualitative study was conducted on Latvian and South African participants’ experiences during the pandemic, with a focus on leadership, change, extra workload, ICT, and uncertainty. A total of 59 participants from rural, urban, and private schools in both countries took part in this study. Data were collected by conducting interviews with open-ended questions after which themes were identified and grouped. The results demonstrated that the states of mind of Latvian school principals and teachers were more affected than those of South Africans for whom vaccination was not compulsory. Furthermore, it was found that technological adaptation was easier for Latvian than for South African educators. The role of the Department of Education has evoked mixed feelings. Leadership, and the lack of it, also influenced the affective states of school principals and teachers. Emotional support from society, family, and colleagues was experienced differently in Latvia than in South Africa. The results of this study revealed that a pandemic can be experienced differently by principals and teachers but also that there are similarities in these experiences, as no one is ever completely prepared for the effects of a pandemic.

Suggested Citation

  • Leentjie van Jaarsveld & Lasma Latsone & Charl Wolhuter & Branwen Challens, 2024. "The Influence of the Pandemic on the Affective States of School Principals and Teachers: A Comparative Study between South Africa and Latvia," Social Sciences, MDPI, vol. 13(8), pages 1-23, July.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:8:p:394-:d:1443691
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    References listed on IDEAS

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    1. Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, UCL Centre for Education Policy and Equalising Opportunities, revised Sep 2020.
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