Pandemic induced anxiety experienced by teachers during the COVID-19

This research investigated the diverse experiences of anxiety among teachers in the classroom during the COVID-19 pandemic in independent primary schools in Gauteng, South Africa. The study adopted a vignette research design, a phenomenological paradigm and a broad qualitative research approach, within which focus groups and a creative expressive art therapeutic (CEAT) process was facilitated. A phenomenological existential theoretical framework of anxiety guided the study. Data collection involved asking focus group participants to create artefacts based on their experiences of COVID-19-related anxiety in the classroom. These artefacts were informed by the framework of CEAT activities, which included a selection of dry art mediums such as writing, drawing with pastels, and creating artefacts with clay. The sessions were facilitated by a registered psychologist trained in CEAT. The researcher assumed the role of vignette researcher, documenting observations during the facilitated CEAT process and crafting raw vignettes after each session. Data collection sessions were also video and audio recorded after obtaining permission from the participants. The audio recordings were transcribed. Additionally, photographs of the creative products produced by the participants were taken. Textual and visual data was then analysed through theme analysis and vignettes.