Examining Teacher-Learner Stress During the Covid-19 Pandemic in Secondary Schools in Shamavunga Circuit, Mopani East District, Limpopo Province

Abstract

Guided by Transactional Stress Theory and an interpretive research approach, this study examines the stress experienced by teachers and learners during the Covid-19 pandemic in selected secondary schools within the Shamavunga Circuit, Mopani East District, Limpopo Province. The study focuses on three key objectives: identifying the causes of stress among teachers and learners during the pandemic, assessing how stress affected learners’ academic performance and teachers’ competencies, and exploring ways to reduce stress for both groups. A qualitative research approach was used, with phenomenology as the research design. Data was collected through structured interviews and analysed using thematic analysis. The study population included teachers and learners affected by Covid-19, and participants were selected through purposive sampling. The findings highlight various strategies that teachers and learners can use to manage and reduce stress caused by the pandemic, helping to maintain effective teaching and learning.