Educator self-perceived life skills education implementation practices: An exploratory study

Abstract

The study sought to explore educator views on implementation practices of life orientation skills education (LSE) for senior high school students. Participants were 15 guidance and counselling teachers from a rural district of Eswatini (females = 7). The educators responded to semi-structured questions and focus group discussion interviews on the life orientation skills implementation practices they engaged in. Thematic analysis of the data indicated the educators to consider the following important to their implementation practices: knowledge and skills practices in guidance and counselling; training in basic counselling skills; and motivation to effectively implement LSE. The educators considered content knowledge and pedagogy skills important for effective teaching of decision-making and problem-solving skills to students. They also perceived training in basic counselling skills such as listening, acceptance, and empathising as important for teaching of LSE; as well as the incentivising of LSE through extra-compensation and reduction of teaching load. The educators perceived further training needs in basic counselling skills and supplemental material resources to enhance implementation of LSE. These findings suggest a need for continuing professional development of educators to better equip them for sustainable LSE implementation practices with high school students.

Keywords:

• grounded theory
• guidance and counselling
• implementation practices
• life skills education
• life orientation

ORCID

Kayi Ntinda http://orcid.org/0000-0001-8681-0263