Investigating teachers’ awareness of socio-economic, behavioural and literacy barriers to learning in primary schools in Elim Circuit, Limpopo Province.

Abstract

Education plays a very important role in shaping people’s lives. In South Africa, it is seen as a way to fight poverty, build strong communities, and support social development. However, there are many barriers to learning that prevent learners from reaching their full academic potential, especially at primary school level. This study sought to investigate teachers’ awareness of socio-economic, behavioural, and literacy barriers to learning in Elim Circuit, Limpopo Province. The study employed a quantitative approach and a cross-sectional survey design. Structured questionnaires, with close-ended questions, were distributed to 126 teachers across 14 schools in Elim circuit. Data were collected anonymously over one week and analysed using the Statistical Package for Social Sciences (SPSS). The findings showed poverty, food insecurity, poor infrastructure, absenteeism, lack of discipline, and limited parental involvement as major barriers to learning. Other concerns included mental health issues, drug use, cyberbullying, and gang related activities. The study concludes that there is an urgent need for better literacy programs, emotional support, and stronger parental involvement. Although teachers use creative strategies to help learners, more systemic support is needed. The study recommends targeted services and collaboration among schools, families, and communities to address these challenges and improve learning outcomes for primary school learners.