International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue V, May 2020 | ISSN 2454–6186

Challenges Facing Teaching at Rural Schools: A Review of Related Literature

Elock Emvula Shikalepo
Namibia University of Science and Technology, Namibia

Abstract:-Traditionally, it has been difficult attracting and retaining teachers and other professionals to teach at school located in rural areas. Consequently, teaching at rural schools continues to deteriorate as the problem of attracting and retaining qualified teachers for quality teaching still remains.The purpose of this study was to review literatures related to the challenges that faced teaching at rural schools, and explain the intensity to which these challenges influenced the quality of teaching at rural schools. The aim was to make necessary recommendations on how the challenges can be dealt with, so that they do not continue to deteriorate teaching at rural schools. Different sources of literatures were reviewed, and data was analysed thematically and discussed within the context of teaching at rural areas, which was the focus of the study.
The study found out that teaching was defined by the struggle to cope with the absence of basic teaching resources, overloaded with teaching and administrative duties, underfunding to schools and poor teacher salaries.In addition, most teachers were not competent in improvising instructional and teaching materials in the absence of sufficiency resources, which has rendered teaching ineffective. Rural school teachers felt isolated, as ffinancial, recreational and health service centres were not easily accessible, which caused low teacher morale, and minimised teaching effectiveness.It was established that most teachers at rural schools were not well paid compared to their counterparts in other professions with comparable levels of education, experience and input towards their work. This disparities demoralised teachers and negatively shaped their teaching output. School authorities should implement the necessary measures to minimise the detrimental effects of these challenges on teaching at rural schools, to enable teachers to teach optimally and improved school performance.

Keywords: Teaching, teachers, rural areas, rural schools rural

I. BACKGROUND OF THE STUDY

Traditionally, it has been difficult attracting and retaining teachers and other professionals in rural areas (Lock, 2008; Miller, 2012). Teaching at rural schools continues to deteriorate as the problem of attracting and retaining qualified teachers still remains (Heeralal, 2014; Owusu-Acheampong & Williams, 2015). Rural school locations and socio-economic conditions serve as major barriers in attracting, retaining and supporting talented teachers (Elfers & Plecki, 2006).
The World Bank attributed poor learner performance at rural schools to the problem of low retention of high-quality teachers in rural schools (Aziz 2011:6). A high quality teacher is defined as a teacher with the ability to produce desired learner achievement (Mitra, Dangwal & Thadani,2008). Lack of talented and quality teachers culminates in poor quality teaching in rural schools, as studies reveals that only capable and professionally qualified teachers can engender quality teaching in schools (Aziz, 2011; Hammer, Hughes, McClure, Reeves & Salgado, 2005; Jimerson, 2003). Quality teaching is an outcome of a quality teacher, which is a coveted position that cannot be achieved by any individual employed to teach. Like any other position, quality teaching is faced by challenges, which this study sought to uncover.