Teacher’s Pedagogical Strategies in Under-Resourced Rural Schools in South Africa

Lulama Mdodana-Zide ORCID iD 

Issue: Vol.4  No.12 Special Issue Article 2  pp.20-31
DOI: https://doi.org/10.38159/ehass.20234123 |   Published online 30th November, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools.

Keywords: Pedagogical Strategies, Rural Schools, Under-Resourced Schools

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Dr. L Mdodana-Zide is an accomplished lecturer and Teaching Practice Subject Head at the University of the Free State, Qwaqwa Campus, within the esteemed Faculty of Education, in the Department of Curriculum Studies and Higher Education. Dr. Mdodana-Zide holds a doctoral degree in Education, specializing in Teacher Professional Development. Her contributions to the field of education extend beyond the classroom, as she actively engages in research and publication. With dedication to advancing the field of education through her focus on Continuing Professional Teacher Development and Educational Leadership and Management for Sustainable Development, she has made significant contributions to the field of education. She believes in the transformative power of education to address social and environmental challenges and strives for a significant impact on the professional growth of teachers and leaders in schools for the overall improvement of the education sector. As a lecturer, and Teaching Practice Head, Dr. Mdodana-Zide plays a role in shaping the education of future teachers. She is responsible for providing students with the necessary theoretical foundations and practical skills to excel in their teaching careers.

Mdodana-Zide, Lulama. “Teacher’s Pedagogical Strategies in Under-Resourced Rural Schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 20-31. https://doi.org/10.38159/ehass.20234123

© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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