An Interpretative Phenomenological Analysis of Basotho Teenage Mothers’ Experiences in Early Motherhood at a Rural School

Authors

  • Kananga Robert Mukuna Psychology of Education, Faculty of Education, Qwaqwa Campus, University of the Free State, South Africa

DOI:

https://doi.org/10.36941/jesr-2021-0059

Keywords:

Basotho teenage mothers, Early motherhood, Interpretative Phenomenological Analysis, Rural school

Abstract

This study explored Basotho teenage mothers' experiences in early motherhood at a rural school in a district in South Africa. The interpretative phenomenological qualitative approach and the contextual and phenomenological study designs were used in this study. Five participants (N=5) were purposively selected. Semi-structured interviews were employed as a tool for data collection. Interpretative Phenomenological Analysis (IPA) was used to analyse the data. The findings demonstrated that Basotho teenage mothers experience insufficient support from the family and the school management team. They are expelled from the school during their pregnancy and only allowed to return to school after giving birth.  They also lack support from their teenage husbands. Thus, Basotho teenage mothers are stigmatised, discriminated against, and lack support from their teenage husbands, peers, and the community during their early motherhood. The study recommended that the School-Based Support Team (SBST) should train teachers on the best support mechanisms for teenage mothers.

 

Received: 24 August 2020 / Accepted: 21 November 2020 / Published: 10 May 2021

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Published

2021-05-10

How to Cite

Mukuna, K. R. . (2021). An Interpretative Phenomenological Analysis of Basotho Teenage Mothers’ Experiences in Early Motherhood at a Rural School. Journal of Educational and Social Research, 11(3), 151. https://doi.org/10.36941/jesr-2021-0059

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Articles