Empowering Futures through Life Skills Education: Navigating Challenges and Opportunities for Teachers in High Schools of the Shiselweni Region, Eswatini

Abstract

This qualitative study explores the role of teachers in enhancing Life Skills Education (LSE) in high schools of the Shiselweni Region, Eswatini. Using purposive sampling, 30 teachers were selected to provide in-depth insights into their experiences, perceptions, and LSE-related strategies. Guided by the Targeting Life Skills Model by Hendricks (1998), this research examines how educators navigate the challenges and opportunities inherent in teaching life skills. Semi-structured interviews and focus group discussions were employed to gather rich, qualitative data. The thematic analysis revealed four key opportunities and three significant challenges faced by teachers in this context. The study identified professional development programs, community engagement, curriculum integration, and government support as major opportunities for enhancing LSE. Conversely, resource limitations, training gaps, and cultural barriers emerged as significant challenges. Teachers emphasized the need for targeted training programs and better resource allocation to effectively teach life skills. The study concludes with recommendations to develop comprehensive training programs and increase resource allocation to schools. By addressing these challenges and leveraging the identified opportunities, life skills education can be significantly enhanced, ultimately empowering students in the Shiselweni Region to navigate their futures more effectively.