Teacher Motivation to Teach in Challenging School Contexts on the Cape Flats, Western Cape, South Africa

This study emerged from a desire to understand the motivation of teachers teach in challenging school contexts on Cape Flats South Africa where legacy apartheid continues impact quality teaching and learning as communities experience abject poverty, violence, gang activity have little regard for schooling, teachers, or education. qualitative employed an interpretative paradigm personal, lived experiences three purposively selected primary schools Manenberg Flats. The participants agreed at least one semi-structured interview with follow-up questions clarity if required. findings suggest that marginalised community is positively linked relationships they develop their teacher students families. If these are positive, able live out beliefs remain committed community, which increases perceived levels self-efficacy therefore area. Where support larger further enhanced. can be applied countries communities, particularly global south.