EXPLORING FACTORS AFFECTING LEARNER MOTIVATION IN TOWNSHIP SCHOOLS

The word township in this regard includes places that were formally designed for black people during apartheid period as residential arears and places formally known as homelands. This is attested by Tshuma (2023) when he says, “The apartheid planning system resulted in townships (i.e., urban settlements) acting as dormitories for the labour requirements of the mining industry and later manufacturing and services during apartheid.” Added to these arears are the informal settlements where people are either occupying the land informally as residential places or are allocated by the government formally as waiting residents. Tshuma (2023) says the following about these places, “New urban townships have emerged characterised by rapid growth, large informal settlements, proximity to metropolitan areas, and their role as the first stop for new rural and cross-border migrants - for instance, Diepsloot in Gauteng and Khayelitsha in Cape Town.” This paper seeks to explore some of the factors that can be identified as contributing factors to this challenge with the hope of contributing towards the solution. The data has been collected by using qualitative methodology, employing secondary data collection method. This paper however does not suggest that all learners from township schools lack motivation to do their work.