Teachers for rural schools – a challenge for South Africa

Plessis, Pierre du; Mestry, Raj

doi:10.15700/saje.v39ns1a1774

Cited by 190 publications

(181 citation statements)

References 15 publications

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“…Rural areas in South Africa remain marginalized with issues illustrating the poverty and inequality gaps being apparent [4,25,26]. The challenges in rural communities may potentially affect how teachers perform duties around teaching and learning with implications also for career mobility [27]. Given such a context, strategies are needed to assist teachers in rural areas to adjust to the harsh realities they face that impact their career paths [17].…”

Section: Chapter Contextmentioning

confidence: 99%

The Influence of Career Adaptability on Career Calling and Health of Teachers

Shava¹,

Chinyamurindi²

2021

Health and Academic Achievement - New Findings

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The challenge of work often imposes a range of physical and mental health challenges to teachers. There is a need not only to find strategies that promote the health of teachers but also to assist teachers in their profession, albeit challenges that may exist. The chapter explains whether the presence of a career calling predicts employee mental and physical health. Focusing on a sample of teachers in rural high schools, the moderating effect of career adaptability on the relationship between the presence of a career calling and employee mental and physical health was investigated. Quantitative data were collected from a sample of 214 teachers through a self-administered questionnaire. Simple linear regression and hierarchical regression analysis were the statistical techniques performed to make meaning of the data. Simple linear regression results indicated that the presence of a career calling significantly influenced mental health but had no statistical significant influence on physical health. The hierarchical regression results revealed that career adaptability negatively influenced the relationship between the presence of a career calling and both aspects of health (mental and physical). Based on the findings, strategies are put in place that are three fold aimed at improving career development and health of teachers.

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Section: Chapter Contextmentioning

confidence: 99%

The Influence of Career Adaptability on Career Calling and Health of Teachers

Shava¹,

Chinyamurindi²

2021

Health and Academic Achievement - New Findings

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“…Research also shows that parents are incredibly important in supporting the development of students' digital literacy skills. In particular, involving parents and caregivers in student learning has a greater impact on improving student outcomes than socioeconomic status (Desforges & Abouchaar, 2003;Goldman, 2005). Research into parental involvement into schooling also shows that educational interactions are most effective when voluntary (Fischer et al, 2019;Hill et al, 2018), when there is a clear understanding of the roles of parents and teachers in learning (Chai et al, 2020;Daniels, 2017) and where partnerships between parents and teachers have a deliberate focus on learning and wellbeing (Gascoigne, 2014).…”

Section: Parental Involvementmentioning

confidence: 99%

Australian Strategic Partnerships in Remote Education

Nietschke¹

2021

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

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“…En effet, l'ISU estimait en 2014 que sept pays d'Afrique subsaharienne sur dix connaissaient une pénurie aiguë d'enseignants (ISU, 2014). Parallèlement, plusieurs recherches (ADEA/FAO, 2005;Adedeji & Oliniyan, 2011;Bennell, 2004;Du Plessis & Mestry, 2019;Lauwerier & Akkari, 2015;Masinire, 2015;Mulkeen & Chen, 2008;UNESCO, 2015;UNESCO-BREDA, 2009) ont montré que les pénuries d'enseignants en Afrique subsaharienne sont généralement plus importantes dans les zones rurales et éloignées. Selon UNESCO-BREDA (2009, p. 145), « le défi de la SPU [scolarisation primaire universelle] est désormais avant tout un défi rural ».…”

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“…Parallèlement, les zones rurales des États d'Afrique subsaharienne présentent les taux de scolarisation les moins élevés (Mulkeen & Chen, 2008;UNESCO, 2015;UNESCO-BREDA, 2009), ce qui concentre les efforts d'augmentation de la couverture scolaire dans ces régions et entraîne une augmentation conséquente de la demande d'enseignants. Finalement, les zones rurales font face à des difficultés importantes pour attirer, recruter et retenir des enseignants de qualité (Bennell, 2004;Cobbold, 2006;Du Plessis & Mestry, 2019;Lauwerier & Akkari, 2015;Masinire, 2015;Mulkeen & Chen, 2008;UNESCO-BREDA, 2009), en raison notamment des difficiles conditions d'enseignement et de vie dans ces milieux (Adedeji & Oliniyan, 2011;Mulkeen & Chen, 2008;UNESCO-BREDA, 2009). En effet, dans nombre de pays africains, les enseignants préfèrent enseigner dans les zones urbaines.…”

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“…En effet, la recherche scientifique s'intéressant aux politiques de gestion des enseignants en zones rurales est majoritairement concentrée aux États-Unis et en Australie. Dans le contexte de l'Afrique subsaharienne, certaines recherches ont étudié les pénuries d'enseignants en zones rurales (ADEA/FAO, 2005;Adedeji & Oliniyan, 2011;Bennell, 2004;Chakanika et al, 2012;Cobbold, 2006;Du Plessis & Mestry, 2019;Mafora, 2013;Masinire, 2015;McEwan, 1999;Mulkeen, 2006;Nungu, 2010;Tanaka, 2012). Ces recherches sont toutefois toutes concentrées dans des pays anglophones de cette région.…”

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La mise en oeuvre des instruments visant à attirer, recruter et retenir les enseignants dans les zones rurales au Burkina Faso

Sirois

Dembélé

Morales-Perlaza

2020

cie-eci

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La recherche présentée dans cet article vise à décrire les instruments d’action publique mis en place pour attirer, recruter et retenir les enseignants dans les zones rurales burkinabè et à en documenter la mise en oeuvre. L’analyse s’appuie sur le modèle d’analyse de la mise en oeuvre des politiques éducatives proposé par Honig (2006). La collecte de données a été effectuée par le biais d’une analyse documentaire et d’entrevues individuelles auprès des acteurs impliqués dans la mise en oeuvre des instruments étudiés, et auprès des enseignants en poste dans des écoles situées en zones rurales. Les résultats montrent qu’un instrument d’action publique a un réel impact positif sur l’attraction et le recrutement des enseignants dans les zones rurales : la régionalisation du recrutement et des affectations. Le principal défi reste toutefois la rétention des enseignants à moyen et long terme dans les zones rurales des régions les plus éloignées.

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Teachers for rural schools – a challenge for South Africa

Cited by 190 publications

References 15 publications

The Influence of Career Adaptability on Career Calling and Health of Teachers

The Influence of Career Adaptability on Career Calling and Health of Teachers

Australian Strategic Partnerships in Remote Education

La mise en oeuvre des instruments visant à attirer, recruter et retenir les enseignants dans les zones rurales au Burkina Faso

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