Institutional factors affecting teachers’ effectiveness in rural primary schools

Vhurande Dadirai & Thulani Andrew Chauke

Volume 6 Issue 2, June 2025

Abstract

This study explored the institutional factors affecting teachers’ effectiveness in rural primary schools in the Tshwane North District of Gauteng Province, South Africa. The qualitative study, which aligned to the interpretivist paradigm, adopted an inductive approach. Two rural primary schools were purposefully sampled, after which semi-structured interviews were held to gather data from 25 participants: one principal, one deputy principal, two heads of department, one acting head of department, and 20 teachers. The data were analysed using Tesch’s method of open coding. The major findings of this study revealed that various institutional factors affect teacher effectiveness in rural primary schools, including a serious shortage of physical, technological, human and financial resources; poor infrastructure; inadequate teacher support; language barriers; and insufficient parental involvement. The study recommends rural primary school teachers be provided with the necessary educational resources, and that quality teacher development workshops be organised for educators at all levels.

Keywords

Author information & Contribution

Vhurande Dadirai. Department of Leadership and Management, University of South Africa. Email: 45126267@mylife.unisa.ac.za

Thulani Andrew Chauke. Corresponding author. University of South Africa, Department of Adult Community and Continuing Education. Email address: chauke.thuli@gmail.com

"All authors contributed equally to the conception, design, preparation, data gathering and analysis, and manuscript writing. All authors read and approved the final manuscript."

Disclosure statement

Funding

Institutional Review Board Statement

Data and Materials Availability

AI Declaration

Notes

Acknowledgement

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Cite this article:

Dadirai, V. & Chauke, T.A. (2025). Institutional factors affecting teachers’ effectiveness in rural primary schools. International Journal of Educational Management and Development Studies, 6(2), 100-124. https://doi.org/10.53378/ijemds.353197