Teachers’ Reflections on Factors Affecting Effective Teaching and Learning of Accounting in Rural Schools in South Africa

Abstract

This paper examines teachers' reflections on the factors influencing effective teaching and learning of Accounting in rural secondary schools. Adopting a reflective narrative approach within an interpretive research paradigm, the study employed focus group discussions and reflective journals to collect data from eight purposively and conveniently selected Accounting teachers across eight rural schools. Through thematic analysis of the qualitative data, several key factors emerged that hinder effective Accounting instruction in these contexts. Participants identified issues such as the negative impact of rigid timetabling on learner engagement, minimal parental involvement, and unstable home environments. Additionally, a lack of continuous professional development opportunities and limited support for teachers further constrained instructional effectiveness. The socio-economic realities of rural communities, including learners' restricted exposure to real-world business environments, also presented significant challenges. These insights underscore the complex interplay of contextual, institutional, and socio-economic factors that shape the teaching and learning experience in rural settings. By highlighting teachers' lived experiences and professional reflections, this study contributes valuable theoretical perspectives to the scholarship of teaching and learning in rural schools, offering implications for policy, teacher support programmes, and curriculum development to enhance the quality of Accounting education in under-resourced areas.