ARTICLES
DOI DOI: 10.38140/ijspsy.v5i3.2224

Exploring educators’ challenges faced when teaching learners with learning barriers in the senior phase

Ntombizonke Lucia Nxumalo1, Mokgadi Moletsane1
  1. 1 University of the Western Cape, South Africa

Abstract

The research uncovers systemic, instructional, emotional, and resource-related constraints that hinder the realisation of inclusive education. This study examines educators’ challenges in teaching learners with learning barriers in the Senior Phase within the King Cetshwayo district of South Africa. Despite inclusive education policies, schools face implementation gaps due to inadequate resources, limited teacher preparedness, and weak institutional support. These challenges often leave teachers overwhelmed, under-supported, and unable to address learners' diverse needs effectively. The study explored and understood educators’ lived experiences in implementing inclusive teaching practices and identified the barriers that constrain their efforts to create supportive and equitable learning environments. Using a qualitative phenomenological design within an interpretivist paradigm, data were gathered through semi-structured interviews, focus group discussions, and classroom observations with purposively selected Senior Phase educators across different schools. The qualitative approach provided deep insight into teachers’ personal, contextual, and systemic experiences of working with learners with barriers to learning. The data were analysed thematically following Braun and Clarke’s (2021) framework, which enabled the identification of recurring patterns and meanings within participants’ narratives. Findings revealed persistent shortages of teaching resources, insufficient teacher training, high learner-to-teacher ratios, and limited institutional support, all impacting teacher morale, classroom management, and learner engagement. These findings highlight that while educators are committed to inclusive ideals, they remain constrained by practical and systemic limitations. The study offers practical recommendations to enhance teacher capacity and strengthen inclusive learning environments by addressing professional development, resourcing, and policy support issues. It concludes that sustainable inclusion requires a multi-stakeholder approach involving schools, districts, and the Department of Education to ensure that teachers are adequately empowered to meet the diverse needs of all learners.

How to Cite

Nxumalo, N. L., & Moletsane, M. (2025). Exploring educators’ challenges faced when teaching learners with learning barriers in the senior phase. International Journal of Studies in Psychology, 5(3), 132–141. https://doi.org/10.38140/ijspsy.v5i3.2224
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