As the most stigmatised epidemic in history – the human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) have proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis, where descriptive, process, and emotion codes were used to interpret the data. Key findings speak to affected teachers’ social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools.

https://doi.org/10.15700/saje.v39n1a1490



ORCiD iDs of authors:
Zvisinei Moyo – http://orcid.org/0000-0002-8398-146X
Juliet Perumal - http://orcid.org/0000-0002-4060-9510

Cited by: 1