Sekondêre onderwysers se persepsies van gesondheidsgeletterdheid

Abstract

The purpose of this research was to identify the perceptions of teachers regarding health literacy in secondary schools. Although health literacy is valuable for the health system in developing countries such as South Africa, the literature indicates that more research on this issue is required. The theoretical framework for this study was mainly drawn from the bio-psychosocial model of Engel (1977) and the ecological theory of Bronfenbrenner (1979). A basic interpretative qualitative approach was used to answer the research question: “What are the perceptions of teachers regarding health literacy in secondary schools?” In answering the main research question, a basic phenomenological research design, employing semi-structured individual interviews and focus-group-interviews, was used to explore how teachers interpret health literacy in secondary schools. Lincoln and Guba’s (1985) model of trustworthiness enabled the researcher to guarantee the trustworthiness of the study by focusing on the following aspects, namely; credibility, transferability, reliability and confirmability. Three relevant themes emerged from the data, namely the role of the teacher in health promotion, the challenges and responsibilities of secondary schools to promote health literacy and the importance of developing the learner holistically. The findings of the study suggested that teachers are important role players in promoting the health of learners within the school system. If teachers are aware of this important role, it may have a positive influence on the health promotion of learners. Learners will not only be able to make informed choices regarding their health, but the knowledge and skills will also have a positive influence on society.