Teacher Accountability on Underperforming Schools: An Investigation in Primary Schools around Mapela Circuit in Mogalakwena District

Year 2022, , 155 - 163, 11.11.2022

Lebelo Dimakstso Alfred Modise , Ngobeni Themaba

https://doi.org/10.31458/iejes.1142855

Abstract

The department of Education (DoE) clearly stated that other South African primary schools are underperforming. The aim of this study was to investigate teacher causes of underperforming schools in Mapela Circuit at Mogalakwena District. Data was also collected from 5 selected primary schools where commonly known by underperforming. Semi-structured interviews which included open-ended questions were included as part of a way of changing school for open communication, to understand how underperforming can make the culture the culture of the school to look very bad. Sampled schools were referred to as a school A, B, C, D and E. The study indicated that lack of resources in the rural schools compare to urban school contribute to the poor performance. The study further indicated that the large number of students prohibit the teachers to pay attention to all learners. The main problem was the impact of teacher accountability on underperforming schools and how it affects the Circuit, District, Province and National. Schools must come with new strategies to improve their performance and the Department of Basic Education must provide the necessary support to schools. The study further recommended the principals, school governing body and teachers to work together to achieve their goal setting in order to close the gaps.

Keywords

Accountability, teachers, underperforming schools, learners

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