Exploring Working Conditions in Selected Rural Schools: Teachers' Experiences

Autor/in	Nkambule, Thabisile
Titel	Exploring Working Conditions in Selected Rural Schools: Teachers' Experiences
Quelle	In: South African Journal of Education, 42 (2022) 1, Artikel 2013 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nkambule, Thabisile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Early Childhood Teachers; Elementary School Teachers; Rural Schools; Teaching Experience; Work Environment; Disadvantaged Schools; Educational Facilities; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Arbeitsmilieu; Bildungsstätte; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Even though quality education is important for the empowerment of individuals and development of society, some rural schools in South Africa continue to function amid tough conditions. Because little research on the topic exists, with this article I explore and identify teachers' experiences of the working conditions in rural schools in South Africa. A qualitative, descriptive and interpretive case study was used, and 5 schools were purposively selected as cases for the study, 2 primary and 3 secondary schools. Interviews and observations with 11 teachers provided insight into the difficult working conditions that teachers in some rural school need to contend with. Teachers in rural schools continue to experience difficult working conditions and due to their loyalty to their schools, they do not relocate to other schools. Dilapidated infrastructure, a lack of chalk boards, insufficient textbooks, among others, hamper teacher's working conditions and constrain their teaching. The participants in the study indicated that principals played a fundamental role in supporting and inspiring teachers who work under challenging conditions. (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