Exploring Educators’ and Learners’ Perceptions of Factors Influencing Quality Teaching and Learning in Public Schools in the O. R. Tambo District, Eastern Cape South Africa

Abstract

This research article critically explored the perceptions of educators and learners regarding factors influencing quality teaching and learning in public schools of the O.R. Tambo District, Eastern Cape, South Africa. Employing a qualitative analysis of secondary sources and content analysis of interview transcripts, the study systematically examined the main challenges confronting educators, learners’ experiences of educational engagement, the impact of school infrastructure, and the role of parental and community involvement. The findings revealed that barriers in curriculum implementation, inadequate professional development, and pervasive socio-economic adversity significantly impaired classroom effectiveness. Learners identified limited motivation, adverse peer relationships, and restricted access to learning resources and technology as impediments to their academic achievement. Moreover, insufficient physical infrastructure and resource scarcity, compounded by weak administrative support, further constrained both teaching and participation. The research also underscored the vital influence of parental engagement and community partnerships, while highlighting persistent barriers to effective home–school collaboration. By triangulating these findings with current literature, the study provided nuanced insights into the multifaceted nature of educational quality in rural South Africa and underscored the urgent need for integrated, context-sensitive interventions. The article concludes by advocating for systemic improvements in curriculum support, resource provision, teacher development, and community engagement to foster equitable educational outcomes.