Teachers’ Perceptions on Addressing Rural School Challenges for Quality Teaching and Learning

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.