Perception of primary school teachers on mainstreaming of psychological support services at Primary Schools in Shiselweni region in Eswatini
Abstract
This study aimed to explore the perception of primary school teachers on the mainstreaming of psychological support services in the Shiselweni region of Eswatini. The study focused on understanding how primary school teachers perceive the integration of psychological support services in mainstream education, including the extent to which they perceive these services as helpful, accessible, and sustainable. The researchers used both quantitative and qualitative approaches, including questionnaire (open-ended & close-ended) and semi-structured interviews, to collect data from a sample of ninety (90) Teachers, and fifteen (15) Principals in the region. The quantitative data that were collected were analysed by using descriptive statistics like frequency and percentages whereas the qualitative data was analysed qualitatively according to themes that emerged. Findings include; conditions of teachers like experience, age, gender and qualifications had played a significant role in development and the performance of learners at primary schools in Shiselweni region. Also, conductive environment had a positive effect on students’ learning and growth. However, it was revealed that lack of resources was the greatest barrier to the implementation of mainstreaming psychosocial support. Therefore, a recommendation was given that primary school teachers should collaborate with school counsellors, social workers, and other mental health professionals to identify students who may require psychological support services and develop appropriate interventions.
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