Exploring the teacher-learner ratio and its effect on invitational teaching and learning: A South African study

Year 2023, , 33 - 43, 16.03.2023

Roy Venketsamy

https://doi.org/10.17478/jegys.1237615

Cited By: 1

Abstract

There has been a rapid growth in learner enrolment in all South African public schools. The increased number of learners per teacher has created many challenges in the quality of teaching and learning. Various authors and educationist have argued and agreed that the teacher-learner ratio has an impact on invitational teaching and learning. Invitational teaching and learning (education) was coined by Purkey and Novak to ensure a conducive learning environment. They proposed the five powerful Ps, namely, people, places, policy, programmes and procedures which, if applied effectively will ensure classroom success. In this paper a quantitative descriptive study was undertaken to investigate the effect of the teacher-learner ratio on invitational teaching and learning using a survey to 150 participants in primary schools. Data was analysed using frequency tables. The findings of this study revealed that the teacher-learner ratio has a negative impact on the quality of teaching and learning. Teachers found it extremely difficult to offer support to learners who experienced barriers to learning. Furthermore, the large class size and overcrowding had an impact on the provisioning of resources to learners. The study recommended that the post-provisioning norms for South African schools should clearly articulate 1:30 so that school principals adhere to the policy. Finally, it is also recommended that all teachers should be capacitated through a formal programme on classroom management, especially large classes.

Keywords

teacher-learner ratio, class-size, overcrowding, invitational teaching and learning, Invitational Theory

Supporting Institution

University of Zululand

Project Number

Doctoral thesis

Thanks

Thanks to the University of Zululand for awarding the degree to me which was supervised by Prof M.S. Vos and G. Urbani. Thanks to the editor of JEGYS for accepting to review the article.

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