Factors inhibiting effective quality learning and teaching: a case of five schools in the EC Province of South Africa

Thabisa Maqoqa and Jongikhaya Mvenene
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Thabisa Maqoqa: Department of Adult Foundation Phase and Educational Foundations Education, Faculty of Educational Sciences, Walter Sisulu University, Mthatha, South Africa
Jongikhaya Mvenene: Department of Humanities and Social Sciences, Faculty of Educational Sciences, Walter Sisulu University, Mthatha, South Africa

International Journal of Research in Business and Social Science (2147-4478), 2023, vol. 12, issue 3, 474-482

Abstract: This article analyses factors that inhibit the quality of learning and teaching in one of the provinces of South Africa. The interpretive approach was used together with face-to-face interviews to collect data from five secondary schools. Two participants were interviewed in each school in the OR Tambo Coastal District in the Eastern Cape. Findings revealed that owing to large numbers of learners in the classroom, teachers’ workload is increased. Consequently, it is difficult for teachers to give feedback and provide learners with individual attention. Many under-resourced schools, such as rural schools, still face unacceptably high learner-teacher ratios and large classes in their schools. Teachers had problems in establishing discipline in their classrooms and dealing with the increasing noise level which made it difficult for learners to hear the teacher. It is recommended that School Governing Bodies should hire SGB-paid teachers. The Department of Basic Education should assist the schools with more classrooms. The Department of Education should also provide schools with resources such textbooks, big screens, overhead projectors and microphones in order for teachers to be effective. Key Words:behaviour; challenges; discipline; effective; guidance; learning; quality; resources; support; teaching; workload

Date: 2023
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