A framework for strengthening science teaching practices among teachers in rural Eastern Cape districts

Abstract

Background: Science literacy (SL) drives national development and global competitiveness. Yet rural teachers in South Africa’s Eastern Cape province struggle to build scientific understanding among learners. Only 23% of Grade 9 learners achieve basic science proficiency, with resource constraints and geographical isolation deepening this gap.
Aim: This study examines support mechanisms for science teachers in rural Eastern Cape districts and develops a contextually responsive framework to enhance SL in resource-constrained schools.
Setting: The study was conducted in rural schools across the Eastern Cape province, South Africa, a predominantly rural region with distinct science education challenges and limited resources.
Methods: A pragmatic paradigm guided a sequential explanatory mixed-methods design. The study included 60 Grade 9 science teachers, of whom 10 participated in the qualitative phase. Data were collected through questionnaires, semi-structured interviews, classroom observations, and focus group discussions. Descriptive statistics and correlation analyses addressed the quantitative data; thematic analysis addressed the qualitative data.
Results: While 73% of teachers held appropriate qualifications, only 45% received specialised SL training. Structured support systems led to a 23% increase in learner engagement and a 17% improvement in assessment performance.
Conclusion: Structured teacher support improves SL outcomes in rural schools. Evidence-based, contextually responsive strategies challenge deficit narratives and carry clear implications for educational policy, professional development, and resource allocation.
Contribution: This article offers a contextually responsive framework for rural science teachers in South Africa and comparable global settings. It bridges traditional knowledge and modern pedagogy, providing replicable, evidence-based strategies for under-resourced educational environments.