School infrastructure challenges in South Africa: Experiences of high school principals and teachers

Abstract

There is growing concern regarding the inadequate infrastructure in South African schools leading to unsafe environments for teachers and learners. This qualitative single case study involved interviews with 18 participants, including 6 high school principals and 12 mathematics teachers that were sampled purposively and conveniently. The interviews were transcribed and thematically analysed. Additionally, school premises were observed, and field notes were recorded. Maslow’s Hierarchy of Needs Theoretical Framework guided the study. The findings highlight the urgent need for attention to school infrastructure. Educators expressed a lack of knowledge regarding school safety policy procedures, which hindered their effective implementation. Poor safety conditions were found to be detrimental to teaching and learning. We emphasise the necessity for policymakers, principals, teachers, and stakeholders to gain a deeper understanding of safety aspects in South African schools, particularly regarding infrastructure deficiencies. Recommendations include providing training sessions on school safety policy procedures for principals and teachers. Additionally, newly appointed teachers should receive induction on school safety policies during their initial days at a new school, addressing the identified absence of such inductions.