Abstract:
The purpose of this study was to explore the coping strategies of primary school teachers
in their multi-grade classes at Glen Cowie circuit. This exploratory case study addresses
the coping strategies that rural primary school teachers use in curriculum delivery. Data
was generated through semi-structured interviews, observations and document analysis.
This study revealed various challenges teachers experience and the coping strategies
that teachers employ in dealing with challenges. A qualitative research approach was
adopted in the study with the intention of finding as much detail as possible using a case
study. Participants in this study were teachers who teach multi-grade classes in their rural
schools in the Glen Cowie circuit in Limpopo. The investigation revealed that teachers did
not have the necessary skills and expertise to teach multi-grade classes. It was also
revealed that teachers were not trained to teach in multi-grade classes and they had to
use individual strategies to cope with the contradictory conditions they found themselves
in. The investigation concluded that the teachers in those multi-grade classes were qualified and had teaching experience, but they were not prepared to teach multi-grade classes in general. It proved that teachers remained resilient by applying varied strategies such as problem solving, goal setting, extra curriculum lessons and maintaining work-life balance to ensure that teaching and learning occurs
