Teachers' perceptions on development of Tshivenda reading skills at selected primary schools in Vhembe East District of Limpopo Province, South Africa

Abstract

This qualitative case study investigates teachers' perceptions regarding the development of Tshivenḓa Home Language reading skills among learners in the foundation phase. The research also explores the diverse strategies employed by educators to address the challenges associated with teaching reading in this context. The study employed a random sampling procedure to select participants. Two circuits out of 18 in the Vhembe East District, Limpopo Province, South Africa, were randomly selected. This was done by numbering the circuits from 1 to 18, placing them in a box, and drawing the first two circuits. Subsequently, 10 schools were randomly selected from the two chosen circuits. This involved numbering the schools, placing them in a box, and drawing the first 10 schools. Finally, eight Grade 3 teachers from these 10 schools were randomly selected to participate in the study. This was done by numbering the teachers from 1 to 10, placing them in a box, and drawing the first eight teachers. Data collection involved semi-structured interviews and classroom observations with these eight participating teachers. The findings, which emerged from a thematic analysis of semi-structured interview data and classroom observations indicate that teachers encounter significant obstacles when teaching reading in the foundation phase. These challenges collectively create barriers to effective reading instruction. Notably, teachers rely on professional development workshops, phase and grade meetings, and personal experience to mitigate these challenges. The study recommends that the Limpopo Provincial Department of Education, specifically the Vhembe East District, implement ongoing teacher training programmes that focus on reading strategies, supplemented by continuous support and guidance from Subject Advisors.