323 KB0 KB200520252025Adewale, SulaimonCollins Potokri, OnoriodeOnakoya, TunjiZwane, Trevorštevilka:1letnik:76str. 181-197ISSN:0038-0474COBISSID_HOST:234322947DOI:doi.org/10.63384/spB51z738aURN:URN:NBN:SI:doc-PTMYINAJenZveza društev pedagoških delavcev SlovenijeSodobna pedagogikaeducationfemale teachersizobraževanjeJužna Afrikapedagogikapedagogyrisky environmentSouth Africatvegano okoljeučiteljicevzgojavzgoja in izobraževanjeA Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa|South Africa is a highly ranked country with regard to violence against women. Similar to their male counterparts, female teachers in South Africa must navigate the complexities of teaching in environments characterised by social unrest, crime, and instability. This systematic review was conducted to determine how safe female teachers are in their workplaces, specifically by analysing the challenges experienced by female teachers in these volatile areas and their impacts on well-being and productivity. The systematic literature review method was adopted, and the PRISMA flow chart was used to conduct an extensive search on four databases, namely Google Scholar (n = 52), Scopus (n = 11), Teacher Reference Center (n = 55), and Taylor and Francis (n = 123), for data generation and analysis. A total of 241 articles were identified before applying exclusion and inclusion criteria. The Mixed Methods Appraisal Tool (MMAT) version 18 was used for quality assessments. Subsequently, 17 studies were included, and the findings showed that female teachers working in risky areas in the South Africa face substantial challenges, including limited resources and constant exposure to violence, which impact their professional growth and job satisfaction. Despite this, teachers still show unwavering commitment to their students and profession. These findings highlight the need for government support and interventions that can ensure the safety of not only female teachers but also students and other members of the school communityJužnoafriška republika je država z veliko stopnjo nasilja nad ženskami. Učiteljice v Južni Afriki se morajo podobno kot njihovi moški kolegi spopadati z zahtevnostjo poučevanja v okoljih, za katera so značilni socialni nemiri, kriminal in nestabilnost. Namen sistematičnega pregleda je bil ugotoviti, kako varne so učiteljice na svojih delovnih mestih, zlasti z analizo izzivov, s katerimi se srečujejo na teh nestabilnih območjih, ter njihovih vplivov na dobrobit in produktivnost. Za pripravo in analizo podatkov je bila uporabljena metoda sistematičnega pregleda literature, za obsežno iskanje v štirih podatkovnih zbirkah – Google Scholar (n = 52), Scopus (n = 11), Teacher Reference Center (n = 55) in Taylor and Francis (n = 123) – pa diagram poteka PRISMA. Pred uporabo izključitvenih in vključitvenih meril je bilo identificiranih 241 člankov. Za kvalitativno vrednotenje je bilo uporabljeno orodje MMAT (Mixed Methods Appraisal Tool), različica 18. V raziskavo je bilo nato vključenih 17 študij, ugotovitve pa so pokazale, da se učiteljice, ki delajo na tveganih območjih v Južni Afriki, soočajo s precejšnjimi izzivi, med drugim z omejenimi viri in s stalno izpostavljenostjo nasilju, kar vpliva na njihovo poklicno rast in zadovoljstvo pri delu. Kljub temu pa te učiteljice ostajajo neomajno predane svojim učencem, učenkam in poklicu. Ugotovitve opozarjajo tudi na potrebo po vladni podpori in posegih, ki lahko zagotovijo varnost ne le učiteljic, temveč tudi učenk, učencev in drugih članov šolske skupnostiTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije