Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province

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dc.contributor.advisorDuku, Nen
dc.contributor.advisorSotuku, Nen
dc.contributor.authorZide, Lulamaen
dc.date.accessioned2026-08-14T01:44:40Z
dc.date.available2026-08-14T01:44:40Z
dc.date.issued2013en
dc.description.abstractThe South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.en
dc.format148 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationZide, Lulama. 2013en
dc.identifier.othervital:16185en
dc.identifier.otherhttp://hdl.handle.net/10353/d1006245en
dc.identifier.otherEducation and state -- South Africa -- Eastern Capeen
dc.identifier.otherRural schools -- South Africa -- Eastern Cape -- Evaluationen
dc.identifier.otherSchool management and organization -- South Africa -- Eastern Capeen
dc.identifier.otherRural children -- Education -- South Africa -- Eastern Capeen
dc.identifier.otherSchool improvement programs -- South Africa -- Eastern Capeen
dc.identifier.otherTeachers -- South Africa -- Eastern Cape -- Attitudesen
dc.identifier.otherTeaching -- South Africa -- Eastern Capeen
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4718
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectEducation and state -- South Africa -- Eastern Capeen
dc.subjectRural schools -- South Africa -- Eastern Cape -- Evaluationen
dc.subjectSchool management and organization -- South Africa -- Eastern Capeen
dc.subjectRural children -- Education -- South Africa -- Eastern Capeen
dc.subjectSchool improvement programs -- South Africa -- Eastern Capeen
dc.subjectTeachers -- South Africa -- Eastern Cape -- Attitudesen
dc.subjectTeaching -- South Africa -- Eastern Capeen
dc.titlePedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Provinceen
dc.title.alternativePedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Provinceen
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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