Support to teachers in a context of educational change and poverty: A case study from South Africa

Abstract

This article presents a case study aimed at describing and exploring the needs for - and provision of - formal support in South African primary schools, examining, in particular, the significance of organisational development in addressing the needs of teachers. Educational projects are often focused on the needs of learners and learner well-being and little is being done to understand the well-being of teachers. The qualitative methodology was decided upon in order to address the question of how, and to what extent, the teachers at a poverty-stricken school might benefit from the support provided. The research design draws on organisational change theories.