By Motshidisi Ntlali, Principal, SPARK Ferndale
Gauteng’s growing learner population is placing increasing pressure on teachers and schools. Learner enrolment in the province has more than doubled, from 1.4 million in 1995 to more than 2.8 million in 2026, with overcrowding in some township and inner-city schools reaching 60 to 70 learners per teacher. The province also faces a shortage of qualified educators in Mathematics, Science and Technology, with an estimated shortfall of 370 teachers in key technical subjects.
These figures highlight the continued need for skilled and committed teachers, but they also invite a more fundamental question: what is it about teaching that makes it a career worth choosing? Too often, perceptions of the profession focus on its practical realities, from the school timetable to the workload, without considering what these realities make possible. But, helping a child learn, develop confidence, and discover what they are capable makes teaching a profession built on purpose, with ramifications that do not simply end after Matric.
There are assumptions that teaching is primarily about delivering a curriculum. In fact, the work requires teachers to constantly solve problems: how to explain something differently, how to support a learner who is struggling, how to stretch one who is ready for more, and how to use assessment and observation to understand what each child needs.
This complexity is also part of what makes the profession rewarding. There is a direct connection between the work teachers put in and the progress they can see in their learners. A lesson that finally makes sense, a previously hesitant learner raising a hand, or a child developing the confidence to tackle something they once avoided are small milestones, but they are tangible evidence that the work is making a difference.
Teaching is not an academic relationship. Knowledge is certainly at its centre, but so is understanding the person receiving it. Teachers get to know learners, recognise what motivates them, notice when something has changed, and work with parents when additional support or accountability is needed.
This human dimension gives teaching a purpose that extends beyond the classroom. Teachers do not simply help children master a subject; they can influence how each child sees their own ability to learn. This, in turn, can shape the choices they make long after they have left the classroom.
Technology is also changing the profession, prompting questions about whether AI could eventually replace teachers. Technology can make aspects of teaching more efficient, from administration to resource development and assessment. But the truth is that it cannot provide the human connection through which a learner feels known, safe, and encouraged.
This matters because education is ultimately about people, not just information. Technology can help teachers do more with their time, but the relationships are what allows learning to become personal.
The same principle applies to teachers’ own development. Teaching should not be a career in which professional growth stops once the qualification is completed. Mentorship, coaching, peer learning, professional development, and opportunities to take on greater responsibility can turn classroom experience into a career trajectory.
Teaching also needs more men. It remains a female-dominated profession, yet male teachers can provide important role models and bring different perspectives into schools. The need for teachers is not confined to one gender, background, or personality type.
Ultimately, the appeal of teaching lies in its purpose. Few professions offer such a direct opportunity to use what you know, keep learning yourself, and see this knowledge change what another person believes they can achieve. For those willing to look beyond the stereotypes, teaching is not simply a job working with children. It is a profession built around helping people move forward, and that is what makes it deeply rewarding.
