Educators in Transition: A Case Study on the Challenges and Adaptations during Rationalisation and Redeployment

Abstract

Rationalisation and redeployment of educators is a problem in South African schools and internationally. The purpose of this article is to explore the challenges and adaptations of educators during rationalisation and redeployment in public schools in Limpopo Province, South Africa. The argument is that the criteria used to declare educators redundant are not consistent. A qualitative instrumental case study was applied using social constructivism as a theoretical base. Interviews with six redeployed educators were conducted. Purposive snowball sampling was used to identify and recruit participants. Permission to conduct this study was granted by the Limpopo Department of Education. Data were coded and analysed by qualitative content analysis. Empirical data revealed that educators do not like redeployment. Educators who are declared redundant choose to resign rather than face redeployment. It can be concluded that educators face a dilemma related to rationalisation and redeployment which makes them fearful and resistant to the process. Education authorities should, thus, ensure that decision-making processes are transparent and inclusive, and should provide professional development and support to educators undergoing redeployment and rationalisation to ensure equitable and successful transitions.