The Influence of Educational Provision on Teacher Performance and Learner Outcomes among Limpopo Primary Schools

Autor/in	Thaba-Nkadimene, Kgomotlokoa Linda
Titel	The Influence of Educational Provision on Teacher Performance and Learner Outcomes among Limpopo Primary Schools
Quelle	In: South African Journal of Education, 40 (2020) 4, Artikel 2039 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Thaba-Nkadimene, Kgomotlokoa Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Academic Achievement; Elementary School Teachers; Elementary School Students; Public Schools; Teacher Attitudes; Principals; Administrator Attitudes; Educational Quality; Educational Resources; Teacher Morale; Stress Variables; Teaching Conditions; Student Rights; Equal Education; Disadvantaged Schools; Social Justice; Low Income Students; Poverty; Educational Finance; Educational Technology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Lehrerverhalten; Principal; Schulleiter; Quality of education; Bildungsqualität; Bildungsmittel; Morale; Moral; Lehrbedingungen; Unterrichtsbedingungen; Soziale Gerechtigkeit; Armut; Bildungsfonds; Unterrichtsmedien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers' productivity and learners' academic outcomes was examined. The primary objective of this study was to examine teachers' and principals' perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners' right to education. Such infringement exacerbates learners' demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools. (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	2024/1/01