Enhancing social support networks on teacher well-being in rural South Africa: A theoretical perspective

Abstract

The South African rural teacher has to work under very harsh conditions, with a high level of stress, professional isolation, resource deficiencies, and institutional support, which adversely affect well-being and effectiveness. This paper attempts to understand how social support networks may promote teacher well-being in rural South Africa by drawing on an integration of Social Support Theory and Social Capital Theory. It studied bonding, bridging, and linking capital in terms of the provision of emotional, informational, instrumental, and appraisal support. Through this study, using a systematic analysis of the mechanism of social support, it was noted that the bonding capital facilitated through peer relationships and school-based support groups reduces stress and improves emotional resilience. Bridging capital, enabled through regional and national educational networks, widens access to resources and knowledge, while linking capital, established through partnerships with governmental and non-governmental organisations, addresses the critical resource constraints. The study concluded that such strengthening of these forms of social capital alleviates stress much more, enhances job satisfaction, and promotes professional growth, which in turn brings about improved teacher retention and educational outcomes. The recommendations include nurturing peer support groups, utilizing technology to connect rural teachers to larger networks, and also include advocating for increased funding, besides forming strategic partnerships to ensure its sustainability.