Understanding educators’ spiritual awareness and well-being in selected South African secondary schools

The South African education system is characterised by overwhelming workloads, limited resources, fear of violence, and a lack of opportunities for advancement. Work is no longer just about completing tasks; it also encompasses personal fulfilment, social interaction, and building connections with others. Spirituality offers individuals a profound sense of self-worth, fosters deep connections with themselves and others, and empowers them to influence the world through meaningful actions. The objective of this study was to understand the lived experience of spiritual awareness and well-being of educators in selected secondary schools in South Africa. A qualitative interpretivist approach was adopted, involving interviews with 12 secondary school educators who were purposefully sampled. Semi-structured interviews were conducted, and the data was analysed thematically. Participants reported feelings of professional depersonalisation, burnout, and exhaustion, but found solace in their spirituality. The findings revealed that spiritual awareness enhances well-being and self-efficacy, boosting educators’ motivation to support learners. Additionally, spiritual coping helps educators remain focused. The findings highlight the need to prioritise the well-being of secondary school educators in South Africa by integrating spiritual aspects into education, thereby improving cognitive abilities, emotional health, and connectedness with oneself and a higher power.