Keystone Life Orientation (LO) teachers: implications for educational, social, and cultural contexts

Jace Pillay

doi:10.15700/saje.v32n2a497

Abstract

The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.

Highlights

According to the Department of Education (2002c) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education
Skills and personal characteristics of keystone Life Orientation (LO) teachers The data analysis revealed that LO teachers aspire to be effective counselors, effective career guides and to possess the ability to engage in several diverse roles
Counseling skills The findings indicate that LO teachers need to have knowledge about the current social problems that learners are facing, namely, emotional, physical and sexual abuse, substance abuse, poverty, and HIV/AIDS

Summary

Introduction

According to the Department of Education (2002c) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education It offers possibilities for equipping learners in South Africa with the knowledge, skills, attitudes and values to develop confidence within themselves and to become responsible citizens. The concept ‘keystone’ is borrowed from research in Biology where the term ‘keystone species’ refers to a species that positively affects many other organisms in an ecosystem (Payton, Fenner & Lee, 2002) Another point of departure is that the many social issues in the country warrant the need for highly trained and specialized LO teachers, especially when they are expected to contribute to the holistic

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