Teaching learners with a variety of special educational needs presents its own challenges across the globe. This study, therefore, aimed to explore teachers’ resilience and their lived experiences in special school settings of learners with hearing impairment. To carry out this qualitative narrative inquiry, nine (9) teachers from a single special school for learners with hearing impairment in Gauteng Province of South Africa were purposely selected. Individual interviews were carried out, followed by a focus group discussion with the teachers. An interpretivist phenomenological approach was employed to analyse data. Four themes: personality traits, perceptions about teachers’ experience, challenges related to parental resistance and the need for emotional support emerged. The findings of the study revealed that lack of support not only affects teachers’ and parents’ relationships but also impacts on learners’ academic performance. The results further indicated that teachers in special schools tend to remain in the profession when they receive support and feel fulfilled by their work. Building on findings of previous research, the study emphasized that teachers’ job satisfaction is of utmost importance. The study provided some useful recommendations on the benefits of support in building resilience in teaching. There is a need, therefore, to support teachers in special schools in the form of counselling and strengthening teacher-parent relationships. The study contributes to the body of knowledge on teacher resilience and advances teachers’ significance. Keywords: Teacher Resilience, Special School, Hearing Impairment, Teacher Burnout, Self-Efficacy
Ntsoaki Teresa Mokala (Wed,) studied this question.