Challenges of Retaining Qualified Scarce Skills Subject Teachers in Rural Secondary Schools: Lens of Stakeholders in Mutale District, Limpopo

This study explored the challenges of retaining qualified but scarce subject teachers such as mathematics and physical sciences teachers in rural secondary schools from the lens of education stakeholders in Mutale district, Limpopo. Given the importance of education to individual and national development, particularly in meeting technology needs, knowledge of mathematics and the physical sciences are indispensable. Stemming from this concern, a qualitative research design using a case study approach was adopted to explore the views of 10 sampled stakeholders--one circuit manager, three principals and six teachers--in three randomly selected rural secondary schools. An unstructured face-to-face interviews was conducted to collect data on which a thematic analysis was carried out. The findings showed that there is a shortage in the supply of qualified mathematics and science teachers. The lack of social and physical infrastructures, a functional transportation system, poverty-induced learner absenteeism, and temporary employment of the few qualified teachers available were the major challenges to retaining qualified teachers in the rural schools in Mutale district, Limpopo. Pertinent suggestions were made, which include National Students Financial Aids Scheme (NSFAS) increment for mathematics and physical science education pre-service teachers in the university and teachers training institutions.