Original Articles

Teacher Reported Poverty Effects on Education Participation in a South African District

Published in: Journal of Psychology in Africa
Volume 21, issue 4, 2011 , pages: 603–605
DOI: 10.1080/14330237.2011.10820506
Author(s): Sindiswa StofileUniversity of the Western Cape,, Nora LindenBergen University College,, Rouaan MaarmanUniversity of the Western Cape,

Abstract

This study reports on teachers' perceptions of the effects of poverty on education participation in a district in the Eastern Cape Province in South Africa. Participants were 21 teachers (males = 10; females = 11) from seven schools (primary =5, high schools =1, special school =1). Focus group discussions and key informant interviews were used to collect the data. Teachers were of the view that poverty prevented learners and parents (or guardians) from full participation of the education provided by the schools. Poverty had the effects to disempowered both learners and parents as partners in education. It also constrained the quality of teaching.

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