Enhancing the Support System by the Department of Education to Teachers in Rural Setting of South Africa

Abstract

This study examines the support system offered by the Department of Education in South African schools in the Free State Province of South Africa Participants were a purposive sample of t eight (8) teachers in rural setting of South Africa (female = 80%, 26 to 55 years old). Data on the support system by the Department of Education to support teachers were collected by means of semi-structured individual interviews. The data were thematically analysed by means of open coding. The study indicated that it is thought that improving the overall effectiveness of the educational system requires increasing the quality of teacher performance through teacher development programs. The study further indicated that viewed support in terms of teacher development especially on issues of instructional leadership or leadership in a general sense, curriculum delivery, while others viewed support in terms of resource provision. When it comes to resource provision, they expected to be provided with materials that would help them to execute their duties successfully. The study indicated that the support that is to be provided by the District Support Team has to be informed by teacher’s needs, meaning there must be a collaboration between the two stakeholders whereby they sit and plan together on issues that are of great concern regarding the context of the school.