Primary teachers’ experiences in providing quality education: A case study of a rural full-service school in the Eastern Cape Province

Abstract

Full-service schools have been structured to cater for all public-school learners, including learners with disabilities. However, it remains questionable if full-service teachers are well-equipped to provide quality education in an inclusive, diverse classroom. This study explored the challenges experienced by rural primary teachers in providing quality education in a rural Full-service school in the Eastern Cape Province. The study was guided by a qualitative research methodology. The sample size for this study was composed of ten teachers who were selected through purposive sampling. Participants were therefore interviewed through semi-structured interviews and document analysis to probe their experiences in teaching both mainstream and learners with disabilities. The findings indicated that full-service teachers have not been professionally developed to teach in a full-service school. From the findings of this study, the researchers find it inconvenient for mainstream teachers to teach in a full-service school without any professional development for such a cause. For this reason, the study recommends that there should be frameworks for ongoing teacher training programmes that would enable teachers to be on par with the task at hand. The study concluded that the rural full-service schools should be prioritised in providing all the necessary resources that would enhance quality teaching and positive outcomes. The study contributes significantly to scholarship in educational research, teacher training, and rural education. The insights derived from this study enhance the understanding of the challenges faced by teachers in specific contexts and inform broader discussions about educational practices and policies in developing regions.