IMPACT OF MANAGING THE SUPPLY AND DEMAND FOR SCARCE SKILL SUBJECT TEACHERS ON THE QUALITY OF LEARNING AND TEACHING IN RURAL SECONDARY SCHOOLS

Matodzi Grace Muremela; Azwidohwi Phillip Kutame; Ingrid Sibongile Kapueja; Oluwatoyin Ayodele Ajani

doi:10.31435/rsglobal_ijitss/30122023/8068

Matodzi Grace Muremela Department of Educational Studies, University of Venda, South Africa
Azwidohwi Phillip Kutame Languages and Social Science Education, University of Zululand, South Africa
Ingrid Sibongile Kapueja Languages and Social Science Education, University of Zululand, South Africa
Oluwatoyin Ayodele Ajani Languages and Social Science Education, University of Zululand, South Africa

DOI: https://doi.org/10.31435/rsglobal_ijitss/30122023/8068

Keywords: Scarce Skills Subjects, Mathematics Education, Physical Science Education, Rural Secondary Schools, Teacher Recruitment, Quality of Learning

Abstract

The study addresses the pressing issue of needing more permanent teachers in critical skills subjects, particularly mathematics and physical science, within rural areas of South Africa's Vhembe District. This shortage of permanent teachers has been adversely affecting the quality of teaching and learning in these rural schools. The primary objective of the research is to investigate the effect of demand and supply management on these scarce skills subject teachers in rural secondary schools, specifically in the Mutale area. To achieve this, the study adopted a quantitative research methodology. This employed surveys through questionnaires for quantitative data. The study targeted a diverse population, including principals, teachers, heads of departments, and managers at district levels. The sampling technique utilised simple random sampling to select participants. Three hundred questionnaires were administered to gather this quantitative data, but 201 respondents returned the questionnaires. The data was analysed using the Statistical Package for the Social Sciences (SPSS). The study's findings reveal the critical effects of managing the supply and demand for teachers in Mathematics and Science, particularly in rural environments. Schools in rural areas struggle to attract Mathematics and Science teachers, and the study recommends restructuring teacher training programmes to motivate teachers to accept positions in rural areas. The study suggests further that offering attractive incentives is crucial to encouraging Mathematics and Science teachers in rural regions. At the same time, school principals should effectively manage the demand and supply of these teachers in rural areas.

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