Speaker
Description
This study addresses the challenge of low teacher confidence and limited pedagogical effectiveness in the teaching of Physical Sciences in under-resourced schools in the Vhembe District. Many teachers struggle with complex topics and practical experiments due to limited training and inadequate laboratory resources.
To address this, a structured teacher development programme was implemented across 288 schools (160 in Vhembe East and 128 in Vhembe West). The study used a pre–post evaluation design to assess changes in teacher confidence and instructional capacity. Data were collected using structured survey instruments that measured confidence levels across key Physical Science topics and practical components.
Pre-evaluation showed that teacher confidence was generally moderate, with lower confidence in challenging topics such as electrochemistry, internal resistance, and electrodynamics. Confidence in conducting experiments was particularly low in Vhembe West. Following the intervention, results showed clear improvements in teacher confidence across both subdistricts. The largest gains were observed in experimental work and previously difficult topics, including titration and internal resistance. Overall, the proportion of teachers reporting high confidence increased substantially after the training.
Qualitative feedback from participants highlighted ongoing systemic challenges, particularly the lack of adequate laboratory equipment, the limited duration of training workshops, and insufficient continuous professional support. Many teachers recommended longer training sessions and more frequent engagement, with a stronger focus on practical and problem-solving activities.
The findings show that targeted professional development programmes can significantly improve teacher confidence and teaching effectiveness in Physical Sciences. However, these improvements must be supported by better infrastructure and sustained professional development. The study recommends the institutionalisation of extended training programmes and increased investment in laboratory resources to ensure long-term impact and improved learner outcomes.