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- 2020| Adonis & Abbey Publi...This study explored the challenges of retaining qualified but scarce subject teachers such as mathematics and physical sciences teachers in rural secondary schools from the lens of education stakeholders in Mutale district, Limpopo. Given the importance of education to individual and national development, particularly in meeting technology needs, knowledge of mathematics and the physical sciences are indispensable. Stemming from this concern, a qualitative research design using a case study approach was adopted to explore the views of 10 sampled stakeholders one circuit manager, three principals and six teachers in three randomly selected rural secondary schools. An unstructured face-to-face interviews was conducted to collect data on which a thematic analysis was carried out. The findings showed that there is a shortage in the supply of qualified mathematics and science teachers. The lack of social and physical infrastructures, a functional transportation system, poverty-induced learner absenteeism, and temporary employment of the few qualified teachers available were the major challenges to retaining qualified teachers in the rural schools in Mutale district, Limpopo. Pertinent suggestions were made, which include National Students Financial Aids Scheme (NSFAS) increment for mathematics and physical science education pre-service teachers in the university and teachers training institutions.
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- 2022| Springer NatureThe abolition of corporal punishment (CP) in South African schools in 1996 has continued to generate heated debates among all concerned stakeholders in the educational sector. While some support the ban of corporal punishment, others have vehemently protested its abolishment. Unfortunately, irrespective of the line of debate, legislative instrument has forbidden teachers to use CP on learners and educators have been advised to employ Alternative to Corporal Punishment (ATCP) methods in schools. Regrettably, educators’ capabilities and the effectiveness of ATCP in lieu of CP, especially in the KwaZulu Natal province, South Africa, is yet to be established. Hence, this study is based on the Stimulus-Response Theory and has explored educators’ perceptions and their capabilities of using ATCP in secondary schools. This study employed a qualitative research design to collect data through semi-structured interviews with 12 educators which comprise of three principals and nine teachers from three secondary schools and two circuit managers within the City of uMhlathuze municipalities in the King Cetshwayo district, KwaZulu-Natal Province, South Africa. Data collected were analysed using thematic content analysis with an iterative process. Findings revealed that educators use ATCP, but they are dissatisfied because: They cannot make use of CP; there are no specific effective ATCP strategies; they need active involvement of parents/guardians to promote expected behaviour among learners, and they have reduced capacities to discipline learners with ATCP. Based on the findings, the study recommended capacity building programmes for educators for effective use of ATCP to maintain discipline in schools. Also, there is a need for concrete synergy between the schools and parents/guardians to foster self-discipline in learners
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- 2023| The Global Institute...Mathematics and science subjects are critical subjects in high schools across South Africa. This study explored how principals managed the recruitment of scarce skills subjects’ teachers, based on demand and supply in Vhembe District. Myriad studies assert that Mathematics and science teachers are in short supply across South African rural schools, which creates a concern for the education system. This problem is prominent in rural Vhembe District, Limpopo. This study examined how rural secondary schools in the Mutale area recruited and retained permanent mathematics and science teachers. An interpretive paradigm was employed to understand the phenomenon under study. This study used a face to-face qualitative methodology, where targeted principals, teachers, heads of departments, and circuit and district managers were interviewed. Participants were selected via purposive and simple random sampling for the one-on-one structured interviews. All the interviews were audio-recorded with the permission of the 10 participants and were thematically analyzed. Various crucial factors have an impact on principals' ability to control the supply and demand of subjects with important, rare skills. Environmental and societal variables participate in the recruitment and retention of rural schools’ struggle to hire and retain math's and science teachers. Findings further revealed that these teachers need incentives to be employed and retained in rural schools. The study, therefore, recommends that teacher training programs be supported with adequate bursaries or funding for pre-service teachers, while Math's and science teachers should be well remunerated to attract and retain them in rural schools.
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