The realities of educator support in a South African school district

TLDR: In this article, a qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in a single South African school district.

Abstract: This paper explores support in primary schools in a single South African school district. The literature suggests an increased need for educator support in South Africa due to a myriad of curricular changes in the aftermath of apartheid, as well as a teacher corps that is ill-prepared for the demands posed by curricular reform. Documented research showed educator support that is inadequate, leaving educators feeling unsupported and ill-equipped to face the challenges presented by the new education system. A qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in one school district. In addition, documents were requested from the schools, meetings were observed, and a cluster workshop was attended. The main finding of the study was that there is limited evidence of support for primary school educators in the South African school district studied. A key recommendation was that more curriculum instructors and heads of department be employed to increase the capacity of support for primary school educators. Keywords : educator support; professional development; organisational support; quality assurance; quality teaching and learning; teacher support