Teachers' Experiences in Implementing HIV and Aids Policy in Lekwa West Circuit Schools of Standerton, Mpumalanga

Abstract

This study explores teachers’ experiences in implementing HIV and AIDS policies in Lekwa West Circuit schools, Standerton, Mpumalanga. The purpose is to examine how teachers implement the policy, their roles in its formulation, and the barriers they face. A qualitative research design using a case study approach was employed, with a purposive sample of 10 to 15 Life Orientation and Life Skills teachers who have at least two years of experience. Data were collected through semi-structured interviews and document analysis of school policies and guidelines. The interview guide was reviewed for validity, and triangulation with document analysis ensured reliability. Data were analyzed using thematic analysis to identify key themes such as training, policy communication, support from school management, and resource availability. Findings revealed that teachers struggle with policy implementation due to limited involvement in its formulation, inadequate training, lack of clear guidelines, and insufficient resources. Life Orientation was also undervalued, and student discipline issues further hindered effective engagement. Recommendations include involving teachers in policy formulation, providing comprehensive training, allocating adequate resources, recognizing Life Orientation as a core subject, addressing student discipline, and conducting regular policy reviews to ensure effectiveness and improvement.