Tools of the Trade: Teachers’ Qualifications as a Contributory Factor towards Quality Teaching and Learning of Life Sciences

Abstract

This study sheds light on the contribution that teachers’ qualifications make during the teaching and learning of the subject of life sciences. Life sciences teachers in one-sub-district in the Mpumalanga Province lacked the relevant qualifications and expertise to teach the subject, and that influenced learner performance in the subject. Systemic issues, such as the Post Provisioning Model (PPM), small schools’ staffing, and teachers’ relevant qualifications, resulted in many life sciences teachers being seen as underqualified and lacking the expertise to teach the subject. A qualitative research design was used where a sample consisting of 20 life sciences teachers was purposefully selected. Two focus groups and one-on-one interviews with 10 participants were used to source data. The findings of this research are that the life sciences teachers’ lack of relevant qualifications to teach the subject has led to teachers’ low self-efficacy in teaching the subject—something that affected learner performance. The study recommends in-service training and continuous professional development to empower teachers on new developments in the subject, as well as revisiting policy for placement of teachers in schools.