Hurdles Confronted by Zaka District’s Teachers during Zimbabwe’s Economic Crisis (2016-2020)

• Published in: African Journal of Development Studies 2023-12, Vol.13 (4), p.157-181
• Main Authors: Mukono Moyo, Sobongile, Bbenkele, Hilda, Tafadzwa Maziriri, Eugine
• Format: Article
• Language: English
• Subjects: Economic crisis; Economic underdevelopment; Government employees; Living conditions; Local authorities; Money; Policy making; Prioritizing; Rural areas; Rural communities; Setbacks; Teachers; Teaching; Union membership; Workplaces
• ISSN: 2634-3630; 2634-3649
• DOI: 10.31920/2634-3649/2023/v13n4a8

Due to the underdevelopment seen in many rural parts of Zimbabwe, civil servants and teachers face challenges in their workplace and daily lives. This has happened because of the current economic crisis in Zimbabwe. There are gaps in the research showing that the continuation of educators in the teaching sector, specifically in the periphery, is at risk as they encounter various setbacks. This research aims to probe the challenges teachers in Zaka District face and the survival techniques they use to improve their living conditions. The study area is the Zaka area, one of Zimbabwe's impoverished rural areas. A qualitative approach was used to achieve the study objectives. Teachers, school principals, and teachers' union members were among the 20 people interviewed using semi-structured interviews. The results were categorised and analysed using a thematic approach. The results show that rural teachers in Zimbabwe face challenges such as lack of money, limited teaching resources, low salaries, and poor living conditions. However, because of their agency, they can work around these obstacles. The authors of this study claim that more resources are needed to improve the working environment of rural teachers. In addition, the study sought to find more practical ways to improve the well-being of these teachers. This study also recognises that this is a complicated process that requires prioritizing major economic advances. The study was significant as it revealed the obstacles and opportunities that teachers in the Zaka District regularly face. The results of this study can help local authorities, governments, and policymakers develop initiatives to address the problems teachers face.