Exploring Teachers’ Resilience and Lived Experiences in Special Schools for Learners with Hearing Impairment – A Case Study of Gauteng Province, South Africa
Ntsoaki Teresa Mokala 
Issue: Vol.6 No. 8 2025 Article 1 pp.513 – 524
DOI : https://doi.org/10.38159/jelt.2025681 | Published online 20th August, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Teaching learners with a variety of special educational needs presents its own challenges across the globe. This study, therefore, aimed to explore teachers’ resilience and their lived experiences in special school settings of learners with hearing impairment. To carry out this qualitative narrative inquiry, nine (9) teachers from a single special school for learners with hearing impairment in Gauteng Province of South Africa were purposely selected. Individual interviews were carried out, followed by a focus group discussion with the teachers. An interpretivist phenomenological approach was employed to analyse data. Four themes: personality traits, perceptions about teachers’ experience, challenges related to parental resistance and the need for emotional support emerged. The findings of the study revealed that lack of support not only affects teachers’ and parents’ relationships but also impacts on learners’ academic performance. The results further indicated that teachers in special schools tend to remain in the profession when they receive support and feel fulfilled by their work. Building on findings of previous research, the study emphasized that teachers’ job satisfaction is of utmost importance. The study provided some useful recommendations on the benefits of support in building resilience in teaching. There is a need, therefore, to support teachers in special schools in the form of counselling and strengthening teacher-parent relationships. The study contributes to the body of knowledge on teacher resilience and advances teachers’ significance.
Keywords: Teacher Resilience, Special School, Hearing Impairment, Teacher Burnout, Self-Efficacy
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Dr. Ntsoaki Mokala is a Lecturer at Wits School of Education in the Division of Languages, Literacies and Literatures. She has and continues to publish her work in accredited journals. Her research trajectory is on language and culture, language teaching in multilingual classrooms, translanguaging, inclusive education, inclusive teaching practices, transformative paradigms, teacher development and technological affordances for African languages teaching.
Mokala, Ntsoaki Teresa. “Exploring Teachers’ Resilience and Lived Experiences in Special Schools for Learners with Hearing Impairment – A Case Study of Gauteng Province, South Africa.” Journal of Education and Learning Technology 6, no. 8 (2025): 513 – 524. https://doi.org/10.38159/jelt.2025681.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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