Capabilities and work functionings of special education teachers in Namibia

Abstract

Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs.

Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings.

Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings.

Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered.

Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs.

Practical/managerial implications: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities.

Contribution/value-add: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings.