Abstract:
This study explored the significance of outsourced Science teachers on the learners’
academic performance. The focus was on academic performance of learners in Physical
Sciences in Limpopo Province and outsourced teachers from other countries continentally
and abroad. The research population constituted all learners, outsourced teachers,
parents, school managers and curriculum advisors involved in Physical Sciences in
Limpopo Province. Purposive random sampling was used to obtain 1200 learners, 80
outsourced Science teachers, 40 parents, 40 school managers, and 16 curriculum
advisors, all from 8 of the 10 newly demarcated districts of Limpopo Province. Three
conceptual frameworks, namely, Structural Functionalism, Social Constructivism
and Community of Practice coherently underpinned the study. This qualitative study
used document analysis as well as face-to-face (individual) and focus-group interview
schedules that were semi-structured to solicit data from the participants. Trustworthiness
was guaranteed through Guba’s model of trustworthiness of qualitative research study. Data was
processed, summarized and analyzed, through thematic analysis. The following research
questions guided the study:
What is the significance of outsourced Science teachers on the learner academic
performance?
What are the factors that influence outsourced Science teachers to teach effectively?
What are the challenges faced by outsourced Science teachers and how do they deal
with them?
What model could be created which schools can envisage for insourced teachers to
use?
The study revealed that more than 75% of schools that performed well in 2018 Grade 12 Science
from all the ten districts of Limpopo Province are manned by outsourced teachers. Several other
reasons attributable to the academic achievement together with the challenges that outsourced
Physical Sciences teachers face in their trade were revealed by the study. The study
recommended that collaborative work approach among stakeholders to bring about good results.
