Original Articles

The Prevalence of Well-Being on Teachers in Afri Twin Schools as Well as Non Afri Twin Schools

Published in: Journal of Psychology in Africa
Volume 23, issue 3, 2013 , pages: 419–424
DOI: 10.1080/14330237.2013.10820646
Author(s): Werner de KlerkNorth-West University, South Africa, Q. Michael TemaneNorth-West University, South Africa, Alida W. NienaberNorth-West University, South Africa

Abstract

This study explored the prevalence of well-being in Afri Twin and non Afri Twin teachers. The Afri Twin project allows schools of comparable type and size in Britain and South Africa to be ‘twinned’ with each other, with a possible ‘twinning’ with a third school in a rural or township area in South Africa. A quantitative survey design was implemented and the sample consisted of 97 Afri Twin teachers (20 male and 77 female) and 297 non Afri Twin teachers (52 male and 245 female) from 40 South African schools (13 Afri Twin and 27 non Afri Twin). The Mental Health Continuum—Short Form (MHC-SF), the Core Self-Evaluations Scale (CSES) and Coping Self-Efficacy Scale (CSE) were used to determine the well-being of teachers. Comparable moderate to high level of teacher well-being were observed across the two school systems.

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