Teaching without COVID-19 vaccination: Grade 12 teachers’ experiences

Abstract

Grade 12 teachers undertook teaching and learning activities in a Covid-19 context, which was a new normal. This new context shaped the teaching strategies and methods for teachers, and this new context came with new experiences. Consequently, this study 
aimed to explore the experiences of Grade 12 teachers in teaching without COVID-19 vaccination. A descriptive case study design was used to frame the study aligned with a qualitative approach. Using purposive sampling, seven focus groups were used to generate 
data which were analysed thematically. Findings revealed that teaching without COVID-19 vaccination is risky. Covid-19 comes with urban or semi-urban teachers, no support from the Department of Basic Education (DBE) for infected teachers, Covid-19 causes 
depression for some teachers, and wearing a mask while teaching is impossible in the classroom context. As a sequel to these findings, this study recommends that the DBE works more closely with schools during Covid-19 period so that it clearly understands 
school contexts. The DBE should expedite the vaccination process for teachers so that they can feel safe in schools, and awareness campaigns should be organised for rural communities about the Covid-19 pandemic. Lastly, the DBE should provide support for
infected teachers until full recovery.