Case Study: Adapting Appreciative Inquiry to Alleviate Burnout Impact in Teachers

Presenter: Jenny Venter, UNISA

Occupation: Industrial and Organisational Psychologist and Lecturer in Applied Neurosciences and Psychological adjustment at work.

Context: The case study focuses on a private, faith-based school in South Africa catering to students from Grade 0 to Grade 12. The aftermath of the Covid-19 pandemic left teachers grappling with burnout due to the rapid shifts in teaching methodologies. Teachers had to swiftly transition from traditional face-to-face classes to online teaching within a short span of three weeks at the onset of the lockdown in South Africa. Furthermore, post-lockdown, teachers faced the challenging task of teaching both in-person and online simultaneously to accommodate students from vulnerable families.

The continuous changes brought about by various lockdowns disrupted teaching schedules and exams. Teachers found it challenging to establish routines in such an unpredictable environment. As Covid-19 restrictions eased, teachers encountered stress due to change fatigue and chronic stress, making the return to a "normal" teaching environment overwhelming.

Intervention: The intervention employed a condensed Appreciative Inquiry framework tailored to align with applied neuroscience principles.