Abstract
M.A.
Schools in post-apartheid South Africa have the huge challenge of educating, enskilling and preparing for the future, a new generation of scholars who will take their place in a democratic, transformed South Africa. Many disadvantaged learners drop out before high school, and those who continue to progress through the system have to struggle with poverty, poor nutrition, problematic family situations and parents who are unfamiliar with the demands of high schools in the present era. In contexts such as this, the strength of the ‘learner-teacher’ association becomes crucial for the success of high school learners and their ultimate academic achievement.
In this study the researcher probes the views of teachers and learners in a school that caters for a neglected and disadvantaged group of learners. It sets out to establish the impact of teachers’ behaviours, attitudes and actions on learners’ academic success. The theoretical basis of social capital is drawn upon to highlight arguments put forth. Semi-structured qualitative interviews were relied upon to elicit information from participants. A total of fourteen learner participants and seven teachers from Kgoro Ya Thuto Secondary School were interviewed to ascertain whether or not at all teachers had contributed significantly to the educational outcomes of learners.
The study reveals that teachers are perceived to be caring, committed and driven to improve learner achievements. Learners do not view all their teachers in the same light, but in general consider them to be instigators of change, who offer themselves as a valuable resource that influences their learners in a positive way. Teachers highlighted that, although they were comfortable about taking on various roles, under strained working conditions, their efforts could have better long-term effects if there was stronger support from parents and the Department of Basic Education. The study concludes with recommendations for intervention and future research.