Exploring prolonged matric underperformance of Dr. Ruth Segomotsi Mompati District: The perspectives of teachers, principals and district officials (SESs)

Abstract

A strong emphasis on National Senior Certificate (NSC) matric academic performance had long been central to South Africa’s education system, given the high-stakes nature of the assessments and the accountability placed on teachers, principals, and Subject Education Specialists (SESs). Yet, certain districts continue to experience entrenched underperformance. This study explored the persistent academic underperformance in the Dr. Ruth Segomotsi Mompati (Dr RSM) District in the North-West Province, which has remained at the bottom of provincial NSC matric rankings for over fifteen years. Grounded in an interpretivist paradigm and guided by Sen’s Capability Approach, the study adopted a qualitative case study design to understand the perspectives of education stakeholders directly involved with school academic success. Using purposive sampling, eight human participants were selected: two SESs, three principals, three Grade 12 teachers from three underperforming secondary schools in Dr RSM District. The Capability Approach provided a human-centred lens through which to explore the freedoms, opportunities, and agency that have been denied to learners, educators, principals, and SESs in this context. The findings revealed a complex interplay of socio-economic constraints, inadequate psychosocial support, limited educational resources, and ineffective district-level interventions, all of which have constrained the capabilities of schools to achieve educational functionings of value. Additionally, the neglect of foundational learning in feeder grades and systemic governance issues, such as corruption and weak accountability, has further hindered the realisation of schools` academic performance in Dr RSM. The study recommended capability-enhancing strategies to promote educational well-being and sustainable improvement. Key suggestions included expanding nutrition programmes, adequately resourcing schools, strengthening leadership, and diversifying the curriculum to accommodate various learner choices. It also emphasised transparent governance, effective monitoring, and targeted interventions to build agency and improve outcomes in historically disadvantaged areas like Dr RSM District.