Abstract

Education is an indispensable tool for total economic emancipation in Africa and elsewhere. Thus, it is a great cause for concern that teachers, who are the main drivers of education, are so strongly affected by HIV/AIDS. A large part of the profound impact of HIV/AIDS is felt in education and threatens the quality of education. The study reported on examined how principals are managing the challenges caused by absenteeism among teachers living with HIV/AIDS. A narrative inquiry design situated in the qualitative research approach was used together with narrative interviews to elicit qualitative data. The study was embedded within the social constructivist paradigm. Transformational leadership and ethics of care formed the theoretical framework of the study. The qualitative content analysis was used to analyse the data. The key findings reveal how principals maintain quality of instructional effectiveness through substituting sick and absent teachers using a relief system. They also support, empower and advise teachers. Principals should be provided with support from the Department of Education (DoE) to replace teachers timeously before teaching and learning are disrupted.

摘要

教育是实现非洲和其他地区全面经济解放的必不可少的工具。因此，作为教育的主要驱动力的教师受到艾滋病毒/艾滋病的影响如此之大，令人担忧。艾滋病毒/艾滋病的深远影响很大一部分是在教育中感受到的，并威胁到教育的质量。该研究报告调查了校长如何应对艾滋病毒/艾滋病教师缺勤所带来的挑战。定性研究方法中的叙事查询设计与叙事访谈一起使用，以得出定性数据。该研究被嵌入到社会建构主义范式中。变革型领导和护理伦理构成了研究的理论框架。定性内容分析用于分析数据。关键发现揭示了校长如何通过使用救济系统替代生病和缺席的教师来保持教学效果的质量。他们还支持，授权和建议教师。在教育和学习受到干扰之前，应该向校长提供教育部（DoE）的支持，以及时更换教师。