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A reflection on identified challenges facing South African teachers
Open accessAbstract
The ongoing crisis in South African education and constant curriculum changes puts strain on school teachers. This article focuses on the challenges confronting teachers in the South African schooling context. The methodology of grounded theory has great potential to contribute to our understanding of challenges within particular substantive contexts. In order to understand the key challenges experienced in South African schools, a qualitative research approach was employed as the best option for the collection of relevant data. Multiple case studies were undertaken, using semi-structured individual interviews with 12 heads of departments and six focus group interviews with teachers. Results revealed inter alia challenges such as curriculum change, medium of instruction, overcrowded classrooms, discipline and lack of resources. Implications for stakeholders regarding support and the implementation of any new curriculum were pointed out.
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Citations
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Special Invited Paper: Continuities, Contradictions, and Critical Inquiry in Grounded Theory
Charmaz, K. (2017) · International Journal of Qualitative Methods · doi:10.1177/1609406917719350 · Cited by 214
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Cited by
Ruswa, N., & Nhase, Z. (2026) · Journal of Education and Learning Technology · doi:10.38159/jelt.20267410
Metadata
- Authors
- Du Plessis, E., & Letshwene, M. J.
- Affiliations
- University of South Africa (ZA)
- Venue
- The Independent Journal of Teaching and Learning
- Publisher
- Academy of Science of South Africa
- Published
- 2025-07-20
- Volume
- 15
- Issue
- 2
- Pages
- 69-91
- ISSN
- 1818-9687 (ISSN-L)
- 2519-5670
- OpenAlex
- W3110672772
- Cited by
- 52
- References
- 3
- Citations by year
- 2026: 10 · 2025: 14
- FWCI
- 73.78
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Independent Journal of Teaching and Learning (publishedVersion, cc-by)
- Unisa Institutional Repository (University of South Africa) (submittedVersion)
- The Journal of Teaching and Learning
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › African Education and Politics
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- teacher challenges, South African education, curriculum change, language of instruction, overcrowded classrooms, classroom discipline, teaching materials shortage, department heads, teacher support, curriculum implementation
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