کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374210 | 622481 | 2012 | 12 صفحه PDF | دانلود رایگان |

HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity.
► Teachers’ personal coping responses to HIV and AIDS challenges in their personal lives was enhanced by their participation in the REds programme.
► Teachers’ ability to cope resiliently in their professional context was enhanced by their participation in the REds programme.
► Teacher programmes to enhance resilience in the face of HIV and AIDS should be culturally appropriate and sensitive.
Journal: Teaching and Teacher Education - Volume 28, Issue 3, April 2012, Pages 428–439