Willing but Underserved: Interpreting Digital Training Needs of Grade 8–12 Teachers in a Rural Libangeni Circuit

Abstract

Rural teachers often face systemic barriers that limit their ability to engage in technology-integrated pedagogy despite growing global emphasis on digital education. This study examined the digital training needs, tool proficiency, and institutional support requirements of Grade 8–12 teachers in the rural Libangeni Circuit, Mpumalanga, South Africa. Guided by Desimone’s Teacher Professional Development framework and Clarke and Hollingsworth’s Interconnected Model of Teacher Professional Growth, a quantitative descriptive survey was conducted with 85 teachers using an online questionnaire. Data captured digital tool usage, perceived proficiency, training demands, and support preferences, and were analysed using descriptive statistics and thematic coding. Teachers reported confidence in basic tools such as Microsoft Word and PowerPoint, but low proficiency in collaborative and data-oriented platforms like Teams, Excel, and online assessment tools. Demand for training aligned closely with areas of low confidence, reflecting a growth-oriented mindset. Age, gender, and experience influenced access patterns, with female and older teachers often reliant on mobile devices. Institutional barriers included inadequate infrastructure and limited data support. The findings highlight the need for differentiated, embedded, and context-sensitive digital training strategies that translate national policy goals into practical classroom-level integration.