Perceived realities of rural primary school teachers in Malawi: applying Bronfenbrenner’s ecological systems theory

The ability of teachers to enhance the quality of education depends on the teachers’ knowledge, skills, motivation and conducive working environment. This study examines teachers’ experiences in four rural primary schools in Malawi, focusing on the impact of their working and living conditions on the quality of education. The study followed a qualitative research approach, collecting data through semi-structured interviews. Data were obtained from 24 teachers, four headteachers and four primary education advisors (PEA). Bronfenbrenner’s ecological systems theory was applied to interpret data.
The teachers, headteachers and PEAs are represented in the microsystem, their interactions comprise the mesosystem, their working and living conditions are represented in the exosystem, and the macrosystem consists of the customs and laws of society. The findings show that the microsystem, which involves teachers, headteachers and PEAs, appears somewhat active; teachers teach despite numerous challenges. However, interactions between units within that system are weak, resulting in limited mesosystemic interaction. Implications of the findings are discussed later in this chapter.