Teachers’ challenges in the rural schools : a case of Swayimana circuit in Pietermaritzburg
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Authors
Maharaj, Natasha
Issue Date
2024-11-11
Type
Dissertation
Language
en
Keywords
Classroom , Teachers , Rural schools , School governing body , School management team
Alternative Title
Abstract
Due to the many issues teachers face in most rural schools, teaching and learning have become the most difficult tasks for teachers. The aim of this study was to explore the challenges teachers face in their teaching practices in rural schools. The study comprised a qualitative research method conducted using an interpretivist paradigm. Data were collected through semi-structured interviews with teachers and principals. A sample size of 20 participants (principals, deputy principals, departmental heads, and teachers) from three different schools in the Swayimana Circuit in the uMgungundlovu District in Pietermaritzburg, KwaZulu Natal, was selected. The data were analysed using thematic analysis, following the six phases of thematic analysis to make sense of all the data collected. Ethical considerations, such as informed consent, confidentiality, anonymity, and voluntary participation, were addressed to protect the participants. In addition, ethical clearance was obtained from the College of Education Research Committee at the University of South Africa, and approval to conduct the study was granted by the KwaZulu Natal Department of Basic Education to conduct research within the province. The study findings revealed that teachers in rural schools faced numerous challenges in their teaching practices. These challenges included a lack of parental involvement in children’s education and limited resources being available to support effective teaching and learning. Teachers in rural schools often find themselves teaching large numbers of learners due to limited classroom space. Additionally, they lacked the necessary devices to integrate technology into their teaching practices, mainly due to insufficient funding from the Department of Basic Education. To address some of the challenges teachers face in their teaching practices, this study recommends that the Department of Education provide vital assistance to teachers in rural schools by implementing comprehensive support programmes tailored to their unique challenges. This can include offering targeted professional development opportunities that emphasise innovative teaching strategies, classroom management, and the incorporation of technology in education. In addition, establishing mentorship programmes that connect experienced teachers with
novice teachers can foster a collaborative learning environment that enhances teaching practices.