Teachers’ Challenges in the Rural Schools in South Africa

Background/purpose. Rural schools in South Africa encounter numerous challenges as a result of the environment they are in. In this study, the researchers sought to identify the challenges teachers face in teaching practices in rural schools. This study can contribute to the existing body of knowledge to enhance the understanding of how to improve the standards of teaching and learning in rural schools. High-quality teaching has now become a primary objective for numerous education systems globally. Materials/methods. The study comprised a qualitative research method conducted using interpretivist paradigms. Data were collected through semi-structured interviews with teachers and principals. Results. The study findings revealed that teachers in rural schools faced numerous challenges in their teaching practices. These included a lack of parental involvement in children’s education, limited resources to support effective teaching and learning, overcrowded classrooms due to inadequate infrastructure, and a lack of technological devices caused by insufficient funding from the Department of Basic Education. Conclusion. To address these challenges, the study recommends that the Department of Basic Education provide targeted support through comprehensive programs, such as infrastructure development, increased funding for teaching resources and technology, and initiatives to strengthen parental involvement. Including these support mechanisms will help improve teaching effectiveness and learner outcomes in rural schools.