Teacher Motivation to Teach in Challenging School Contexts on the Cape Flats, Western Cape, South Africa

Abstract

This study emerged from a desire to understand the motivation of teachers to teach in challenging school contexts on the Cape Flats of South Africa where the legacy of apartheid continues to impact the quality of teaching and learning as the communities experience abject poverty, violence, and gang activity and have little regard for schooling, teachers, or education. This qualitative study employed an interpretative paradigm to understand the personal, lived experiences of teachers teaching in three purposively selected primary schools in Manenberg on the Cape Flats. The participants agreed to at least one semi-structured interview with follow-up questions for clarity if required. The findings suggest that the motivation of the teachers to teach at schools in a marginalised community is positively linked to the relationships they develop with their teacher community and the students and their families. If these relationships are positive, teachers are able to live out their beliefs and remain committed to the school community, which increases their perceived levels of self-efficacy and therefore their motivation to teach in the Manenberg area. Where they have support from the larger school community, their motivation is further enhanced. This motivation can be applied to countries with marginalised communities, particularly countries in the global south.

Keywords

• self-efficacy
• commitment
• marginalised