Challenges of Retaining Qualified Scarce Skills Subject Teachers in Rural Secondary Schools: Lens of Stakeholders in Mutale District, Limpopo

Muremela, Grace; Kutame, Azwidohwi Philip; Kapueja, Ingrid; Lawrence, Kehinde

doi:10.31920/2516-5305/2020/17n3a4

Cited by 4 publications

(12 citation statements)

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“…In line with choice theory as developed by Glasser (1998), authors of this study believe that qualified SST in South Africa have varied opportunities and the choice to teach in either rural or urban secondary schools or work with industry. Being a scarce skill, qualified individuals in mathematics and sciences are in high demand in South Africa (Balwanz & Ngcwangu, 2016;John, 2019;Muremela et al, 2020;Du Preez, 2018). In other words, the population of qualified individuals in mathematics and sciences has been adjudged to be lower (Muremela et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Notably, challenges posed by the scarcity of skills may limit the country's potential for taking advantage of opportunities presented by science and technology as well as the ability of the country to favourably compete among the committee of nations. Muremela et al (2020) state that the continued shortage of SS is due to insufficiency of qualified teachers with such SS. Hence, learners in rural communities may not have the opportunity to be adequately exposed to SS subjects or they may be taught by unqualified scarce skilled teachers (SST) (Muremela et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Muremela et al (2020) state that the continued shortage of SS is due to insufficiency of qualified teachers with such SS. Hence, learners in rural communities may not have the opportunity to be adequately exposed to SS subjects or they may be taught by unqualified scarce skilled teachers (SST) (Muremela et al, 2020). Thus, learners may potentially suffer from poor quality of SS education, a high rate of school failure and may experience a higher rate of dropout.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Mulkeen (2005) further averred that lower attendance rate of learners or truancy is not a reason for teacher migration from rural to urban schools, but other factors have higher potential to motivate attrition of SST from rural schools. However, Muremela et al (2020) note that due to poverty-induced learners' absenteeism, SST are demoralised with teaching in rural schools and thus wished to migrate to urban schools. Khumalo and Mji (2014) blamed the deficit in infrastructure for challenges faced in retaining SST.…”

Section: Literature Reviewmentioning

confidence: 99%

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Retaining scarce skills teachers in a South African rural community: an exploration of associated issues

et al. 2021

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The concept, 'scarce skills' and learners' performance in scarce skills subjects has been a subject of scholarly and political discussion, for more than three decades, especially in South Africa. Unfortunately, despite efforts to increase the population of qualified individuals with scarce skills, South Africa is yet to achieve the desired result. While the focus on development of scarce skills in South Africa has largely centered on citizens within the urban areas, less research has concentrated on the development of scarce skills in South African rural areas. Therefore, using choice theory as a framework, this study explored associated issues of retaining SST in the Mutale area, located in the Vhembe district, Limpopo province, South Africa. This study employed a qualitative research design comprising eight purposively selected participants. Data was gathered using a semi-structured interview. Data were analysed using thematic content analysis. The following themes resulted from the analysis: Availability; emigration; motivation; and limited production and supply of scarce skill teachers. Based on the findings, the study recommends an improvement in the production and deployment of qualified scarce skill teachers to rural secondary schools. Scarce skill teachers in rural secondary schools should be highly motivated and encouraged to stay as teachers in rural secondary schools.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Retaining scarce skills teachers in a South African rural community: an exploration of associated issues

et al. 2021

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“…If those in training are not sufficiently exposed to positive experience during teaching practicum, interest in the teaching profession will continue to dwindle (Korthagen, 2016). This is especially instructive for South Africa considering the urgency to produce high quality teachers not only for their diverse classrooms but also to stem the low pass rates and high dropout rates (Mateus et al, 2014;Ramrathan, 2017;du Plessis &Mestry, 2019;Mlachila & Moeletsi, 2019;Muremela et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Iwu

2021

AJOTE

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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .

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Administrative Views on Pedagogical Tolerance in Higher Education

Kashkhynbay,

Baltabayeva,

Doğan

et al. 2024

Üniversite Araştırmaları Dergisi

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For individuals to live together in society, they must comply with essential elements such as tolerance, respect and solidarity. Tolerance is respecting and understanding individuals’ ideas, feelings, and behaviors. For this reason, tolerance also plays a vital role for administrators in higher education. Pedagogical tolerance is the ability to accept and appreciate experiences, cultures and different perspectives in education, which is necessary to create inclusive, supportive learning environments. There are various studies on pedagogical tolerance. This study investigates the critical qualities required for sustainable and effective university leadership based on the responses of 26 participants from a university in Astana, Kazakhstan, to open-ended questions about pedagogical tolerance. The participants work in the positions of faculty deans, faculty department heads, and department administrative managers. The research was conducted using a qualitative research design. The answers to the open-ended questions asked of the participants were determined through content analysis. The research findings show that effective communication, cultural behavior, and emotional intelligence are essential for deans, as well as intelligence, respect, and responsibility for department heads. Strategic thinking, honesty, and technological literacy are emphasized for departmental administrators. Participants emphasize that having open-mindedness, empathy, and patience are essential in providing fair and quality education. Pedagogical tolerance is considered very important for ensuring sustainable education. In this context, it is recommended that seminars and training programs be organized for deans, faculty department heads and department managers. These trainings will enable them to understand better and apply pedagogical tolerance. These initiatives will provide comprehensive development opportunities for educational leaders in Kazakhstan and enable them to become competent in creating inclusive, respectful and supportive learning environments.

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Challenges of Retaining Qualified Scarce Skills Subject Teachers in Rural Secondary Schools: Lens of Stakeholders in Mutale District, Limpopo

Cited by 4 publications

References 0 publications

Retaining scarce skills teachers in a South African rural community: an exploration of associated issues

Retaining scarce skills teachers in a South African rural community: an exploration of associated issues

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

Administrative Views on Pedagogical Tolerance in Higher Education

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