Efficacy of educational assistants’ programme in support of teachers in rural schools at uThukela district

The role of the educational assistants (EAs) was to support the teacher in preparing and delivering the lesson, making necessary adaptations to meet the needs of the learners. South African teachers were overburdened in the classroom. The need for government intervention stemmed from implementing crucial programmes such as the Educational Assistants’ Programme. However, many hindrances were detected during the programme. The history of South Africa had produced inequality in education; therefore, this had created variation in the schooling system. Therefore, the existing barriers involved understaffing, creating poor working conditions. This study aimed to evaluate the effectiveness of the educational assistants’ programme implemented by the South African government in addressing the challenges teachers and learners faced in South African schools. The study drew from concerns about educational assistance programmes. The study sought to delve deeper into exploring the structural and functional limitations of the Educational Assistants’ programme. The qualitative research was used within an interpretive paradigm that was context-dependent. There was also the use of in-depth interviews for data collection, and for the data analysis, a thematic method was used. The study findings included a variation of ideas on the EAs programme. The study’s recommendations suggested that the classroom teacher should have been the primary instructor for all learners, including those with disabilities.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2024

Author dc:creator

• Hlatshwayo, Sindisiwe Sithembile

Advisors dc:contributor.advisor

• Kent, D.
• Nkwanyana, B. P.

Licence

• https://uzspace.unizulu.ac.za/bitstreams/7ed0b545-6375-4598-91f6-354d0478641a/download