Lived experiences of hospital-school teachers in Namibia
| dc.contributor.advisor | Ya-Otto, Haihambo C.K. | |
| dc.contributor.author | Mungunda, Bertha I. | |
| dc.date.accessioned | 2025-10-23T08:16:34Z | |
| dc.date.available | 2025-10-23T08:16:34Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Inclusive Education) | |
| dc.description.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/4171 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Lived experiences | |
| dc.subject | Hospital-school teachers | |
| dc.subject | Inclusive education | |
| dc.subject | Phenomenology | |
| dc.subject | Learner support | |
| dc.subject | Teacher preparedness | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Lived experiences of hospital-school teachers in Namibia | |
| dc.type | Thesis |