Subject Advisors’ Perceptions of the Difficulties Related to the Availability of Resources in Their Work Environment

Abstract

It is well acknowledged that in South Africa’s educational system, subject advisors are not given adequate assistance in preparing teachers. Several subject advisors have expressed concerns over their capacity to meet teachers’ needs because of various issues that reduce their effectiveness. According to a research review, poor instruction in South African primary schools is caused mainly by a lack of teaching and learning resources, hindering learning and the quality of teaching. The qualitative case study was grounded in an interpretivist paradigm and aimed to investigate subject advisors’ perceptions of the challenges posed by a shortage of resources to support teachers’ professional development in the workplace. According to research from numerous literary sources, subject advisors have difficulties that make it challenging to provide Foundation Phase teachers with the best possible training. Teachers must facilitate their lessons using the conventional teaching method throughout professional development rather than utilising various teaching techniques. In the Motheo District of South Africa, four (n = 5) female Foundation Phase Subject Advisors were purposefully selected for one-on-one, semi-structured interviews. The interviews were conducted in their offices. The subject advisors assessed that a lack of ICT facilities, transportation, offices, phones, and computers, among other resources, was one of the leading causes of the unfulfilled results. It has been recommended that the Department of Basic Education take quick action to remedy this.