Abstract:

The study aimed to explain and explore the perceptions of a principal and the teachers regarding formal education in a selected rural primary school in the Mohale’s Hoek District in Lesotho, using a qualitative methodology. The major objective was to acquire in-depth understanding and knowledge about how the participants perceive formal education at a rural primary school. Semi-structured interviews and an open-ended questionnaire were used to collect data from a purposefully determined sample of one principal and five teachers at a public rural primary school. The collected data were thematically analysed to discern themes. The results revealed minimal difference between the principal’s and the teachers’ perceptions of formal education. The participants agreed that teaching and learning were not as effective as they should be due to the challenges and complexities such as inadequate teaching materials and insufficient classrooms. The school principal perceived the scarcity of teachers as one of the contributing factors to ineffectiveness of formal education. Both the principal and the teachers viewed parents in the rural areas as less interested in the education of their children resulting in the later, dropping out of school. The teachers observed that poverty was one of the major problems that negatively affect the students’ education. Leaners reportedly travel for long distances to and from school tired and sleepy. The principal reported that despite primary education being free and compulsory, many students leave school before completing their studies. Our study recommends that the government build more classrooms, supply enough teaching materials as well as employing adequate teachers for effective teaching and learning. Parents could be influenced to encourage their children to attend classes if they are to attain quality education.

Keywords:

School principal, perception, formal education, teachers, rural primary school, Lesotho.