Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
The challenges that Zimbabwean rural schools face in recruiting and retaining qualified teachers cannot be overemphasized. The purpose of this study was to investigate some the challenges associated with teachers and teaching in rural Zimbabwean communities as well as identifying strategies that can be implemented to improve the working conditions of teachers as well as teaching in rural areas of Zimbabwe. The descriptive survey research methodology was adopted for this study. Data for the study was gathered by means of questionnaires and interviews with teachers (80) and school heads (20) posted in Gokwe district rural secondary schools who were selected by a method of cluster sampling The study established that Zimbabwean rural areas are characterized by various challenges that negatively influence the delivery of quality education such as poor socio economic background, lack of basic infrastructure for teaching and learning, the problem of attracting and keeping quali?ed teachers in rural schools, poor funding and limited resources. Furthermore the low status accorded to the teaching profession, poor salaries of teachers, inadequate accommodation, limited career and professional development opportunities as well as poor working conditions were cited as obstacles to quality and effective teaching. In order to address challenges to achieve quality education in rural schools the following strategies were suggested: awarding ?nancial bonuses, incentives and a hardship and retention allowance to teachers who are willing to teach in rural areas; provision adequate physical infrastructure in the schools; provision of scholarships for teachers seeking further their education and ensuring that teacher training institutions should have programmes to prepare teachers for the conditions of rural teaching. The study is significant in that it identifies promising areas on which the government can work on to provide quality education to the rural folk so that they can successfully participate in the national and global economy. The study is also significant in that it provides an platform and springboard for the government to improve and enhance the professional status and attractiveness of the teaching profession.

Keywords: rural schools; rural teachers; teacher education; professional development; quality education

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