Teachers for Rural Schools -- A Challenge for South Africa

Autor/inn/en	du Plessis, Pierre; Mestry, Raj
Titel	Teachers for Rural Schools -- A Challenge for South Africa
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1774 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (du Plessis, Pierre) ORCID (Mestry, Raj)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Rural Schools; Teacher Recruitment; Educational Quality; Disadvantaged Schools; Educational Resources; Teacher Attitudes; Barriers; Teaching Conditions; Educational Environment; Classroom Environment; Energy; Sanitation; Water; Poverty; Teacher Qualifications; Teacher Promotion; Curriculum; Educational Administration; Elementary Secondary Education; Teachers; Principals; Blacks; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerrekrutierung; Quality of education; Bildungsqualität; Bildungsmittel; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Energie; Betriebshygiene; Wasser; Armut; Lehrqualifikation; Curricula; Lehrplan; Rahmenplan; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Black person; Schwarzer; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children's education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01