Recruitment, retention and replacement challenges in rural KwaZulu-Natal schools, South Africa: A systematic review

Abstract Teacher shortages pose a critical threat to international education systems, negatively affecting the delivery of quality education and equitable learning opportunities. This crisis is particularly evident in rural KwaZulu-Natal, South Africa, where it worsens existing inequalities and hampers educational progress. This study employed a systematic literature review to examine the recruitment, retention, and replacement challenges faced by rural schools in KwaZulu-Natal. Secondary data were collected from databases such as Google Scholar and JSTOR, using defined inclusion criteria and a specified time frame, and analysed through thematic synthesis to explore teachers', administrators', and education stakeholders' experiences and strategies. The findings indicate that systemic factors-such as demographic changes, socioeconomic disparities and institutional challenges-play a role in the shortage of teachers. The study shows that specific structural, socioeconomic and organisational factors, including poor housing, limited access to services, heavy workloads and inconsistent hiring processes, drive teacher shortages in rural KwaZulu-Natal. It further finds that trade unions influence recruitment and retention mainly through salary negotiations, advocacy for improved working conditions and engagement in policy reforms affecting rural staffing. The findings indicate that while union efforts have strengthened labour protections and professional development opportunities, gaps remain in addressing rural deployment and long-term retention. Based on this evidence, the study proposes targeted policy measures to improve teacher recruitment, retention and replacement in rural schools in KwaZulu-Natal.