More than a game: Exploring teachers’ views on the game of chess in rural South African schools

Abstract

Background: Education is recognised as a cornerstone for national development and economic sustainability. However, many challenges arise that result in the compromise of quality education, especially in middle- and low-income neighbourhoods. Various interventions, including chess, are explored as solutions to the challenges of deteriorating education standards.
Aim: The study explores the game of chess as an intervention to improve academic performance in the Foundation Phase in rural schools and offers insights into how transformational leadership influences the success and sustainability of chess programmes.
Setting: The study was conducted in public primary schools in the King Cetshwayo District of KwaZulu-Natal, South Africa, a district comprising of rural, semi-urban, and urban communities. It focused on schools implementing the Tsogo Sun Moves for Life programme, which integrates chess into the Foundation Phase curriculum.
Methods: Through the lens of Transformational Leadership Theory, this qualitative study used observations and interviews with 14 teachers in South Africa’s King Cetshwayo District schools under the Tsogo Sun Moves for Life chess programme to gather data.
Results: The study found that the success or failure of a chess programme depends on several factors, including the quality of preparation and training, perceived educational benefits, level of support and motivation and the contextual challenges. Participants shared that chess has an educational value, but the sustainability of the benefits depends on the leadership of the programmes. The study reveals that a mismatch between goals and incentives, a lack of training and insufficient contextualisation can lead to programme failure.
Conclusion: The study concludes that transformational leaders are important for chess programmes to thrive in rural schools.
Contribution: The findings of this study contribute to the discourse on innovative educational strategies in under-resourced contexts and offer recommendations for policymakers and stakeholders aiming to enhance learning outcomes in South Africa and similar settings.