Browsing by Author "Muremela, Matodzi Grace"

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    Managing the recruitment of scarce skills subjects’ teachers in rural secondary schools of Mutale Area in Limpopo province
    (University of Zululand, 2020) Muremela, Matodzi Grace
    ABSTRACT The education system is battling with the growing shortage of permanent teachers in scarce skills subjects (Mathematics and Physical Science), particularly in rural areas of the Vhembe District of South Africa. Teachers in schools in this rural area are mostly temporary and this has a negative impact on the promotion of teaching and learning. This study aimed to explore the management of the recruitment of permanent educators for the scarce skills subjects (Mathematics and Physical science) in rural secondary schools of the Mutale area. This study employed a Pragmatist paradigm that advocates the use of mixed methods. The study uses qualitative and quantitative research methodologies. The face-to-face approach was followed for the qualitative methodology while a survey; collecting data through questionnaires, was used in this study. The target population of the study consisted of principals, teachers, heads of departments and managers at circuits and district levels. The study used purposive and simple random sampling procedures to select participants. One on one unstructured interview was used to collect qualitative data. Participants were interviewed, and questionnaires were administered to respondents. Quantitative data were analysed using the Statistical Package of Social Science and qualitative data were analysed with the help of the Atlas.ti programme. Results show that there are environmental and social factors that affect principals in managing the supply and demand for teachers of critical scarce skills subjects. Schools that are in a rural environment are failing to attract Mathematics and Science teachers. They need to introduce incentives to improve the already poor conditions in rural areas, which existed since the apartheid era. Training of teachers should be structured in such a way that teachers would be motivated to go and teach in rural areas. The study concludes that Mathematics and Science teachers have many opportunities to get employed in various sectors and, therefore, they need attractive incentives if they are to accept permanent employment in rural areas. A training model has been developed which can assist principals in managing the demand and supply of Mathematics and Science teachers in rural