@misc{10481/105216,
year = {2025},
url = {https://hdl.handle.net/10481/105216},
abstract = {Extensive research has been conducted on rural education, particularly
focusing on the challenges faced by teachers in rural schools. However,
there remains a limited body of research that specifically explores the
strategies that can be employed to address these challenges, with the aim
of enhancing the quality of education in rural contexts especially from the
perspectives of rural teachers themselves. Therefore, this study aimed to
explore teachers' perceptions of strategies for mitigating challenges in
rural schools to enhance the implementation of quality teaching and
learning. A qualitative research approach was adopted for this study, with
a purposive sampling technique used to select a sample of 20 rural
teachers. Data were collected through semi-structured interviews. The
key findings revealed that, in order to mitigate the challenges faced by
teachers in rural schools and enhance the quality of teaching and
learning, the Department of Basic Education must invest financial
resources in rural schools particularly by ensuring that rural teachers have access to digital tools. Furthermore, the findings indicated a critical need
for strong partnerships between rural teachers and parents, enabling
greater parental involvement in their children’s education. The study
recommends that rural teachers promote parental engagement by utilising
technology, such as social media platforms and mobile applications, to
keep parents informed about school activities and important updates,
thereby making it easier for them to participate meaningfully in the
educational process.},
publisher = {Universidad de Granada},
keywords = {Rural teachers},
keywords = {Rural education},
keywords = {Parental involvement},
title = {Teachers’ Perceptions on Addressing Rural School Challenges for Quality Teaching and Learning},
author = {Chauke, Thulani and Maharaj, Natasha},
}