Lived experiences of hospital-school teachers in Namibia
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Date
2025
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Journal ISSN
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Publisher
University of Namibia
Abstract
This qualitative research study aimed to understand the roles and responsibilities of
Hospital-School Teachers in Namibia, and their impact on the support provided by the
Ministries of Education, Arts and Culture, Health and Social Services. The study also
assessed the extent to which establishments comprehend and acknowledge the
contributions of Hospital-School Teachers to both the health and education sectors. The
research involved eight participants, including two principals and six teachers from three
Hospital- Schools in Namibia. Data was collected through in-depth interviews and
journals. The findings revealed the multifaceted roles and responsibilities of Hospital
School Teachers in Namibia, emphasising their significance in providing education to
learners facing health challenges. The study highlighted the need for greater recognition
of the contributions made by Hospital-School Teachers to both the healthcare and
education sectors and identified areas where support could be more effectively aligned
with their unique needs and sacrifices.
The findings shed light on the critical role played by Hospital-School Teachers and the
challenges they face in delivering inclusive education to learners with health-related
issues. Their lived experiences hold valuable lessons for both teachers and teacher
preparation institutions, emphasising the importance of holistic training and support to
meet the diverse needs of learners in hospital settings.
The recommendations include collaboration between the Ministries of Education, Arts,
and Culture, and Health and Social Services, integration of Hospital-School teachers'
experiences into training programs, and further research into the challenges and
opportunities faced by Hospital-School Teachers to continually improve the educational
experiences of learners with health challenges
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education)
Keywords
Lived experiences, Hospital-school teachers, Inclusive education, Phenomenology, Learner support, Teacher preparedness, Namibia, University of Namibia