Science education has won unprecedented consideration as one of the keys to national strength and tool to address the economic, social and environmental challenges ([13]). Therefore, teachers’ perceptions about the quality teaching and learning of science education in primary schools have received substantial consideration in recent years ([20]). However, scholars, researchers, teachers, and policy makers voice a growing concern at the decreasing interest of learners in scientific careers ([38]. These concerns are strengthened by the research, which demonstrates the ignorance of the public ([3]). Nowadays, learners require prospects of developing a disposition towards learning and teaching that will invest them, through their entire life, to become proactive explorers of knowledge and lifelong learners who keep pace with and inform the process of change ([71]). However, the key that can assist this process to happen lies with teachers who model preparedness for learning and a display of personal assertion in science education learning. According to the [49], high-quality science education teaching and learning at the primary school level is fundamental for the learners’ success and advancement in life.

Commitment to science education at the primary school level may act as a catalyst in developing the learners’ interest in science in the future ([27]; [20]). According to [27], doing so may supply the learners with the opportunity to expand their inherent curiosity about the natural world and to enable the acquisition of knowledge, skills, and values which form the basis of their future learning ([60]). Therefore, the quality teaching and learning of science education is fundamental in the early years of schooling because it allows learners to build a fundamental understanding of science in time. On the other hand, [15], [53], [64] assert that the quality of the teaching-learning of science education plays a significant role in achieving the overall quality of education. Science education has an important role to play in the development of critical and informed citizens in a rapidly technological society ([71]).

According to [38] and the [50], the teaching and learning of science education in schools, particularly the secondary school level, has received priority consideration internationally. Its role has received recognition in the country’s societal development ([3]; [52]; [34]; [70]). Regardless of the countless countries’ considerations of science education, in South Africa, such considerations have not been many ([3]). Research has indicated that, as an integral component of today's world, effective teaching and learning of science and technology at the primary level can have a substantial impact on all aspects of human existence.

The consideration of quality teaching and learning of science education in primary schools appears to be a widespread trend not only in South Africa but in the international world ([20]; [49]). These considerations appear necessary because many teachers in primary schools globally tend to be reluctant towards teaching science, partly because they are not confident enough in science, and partly because of their limited science background. As a result, the state of science education in primary schools appears to be a sweltering concern in most schools due to the teachers and learners’ high rate of poor performance ([64]; [22]). This poses a serious distress for primary schools in developed and developing countries due to their immense contribution to the socio-economic development ([22]). Therefore, the crucial point about science education on the work of teachers and the predicaments involved in deciding what learning matters for the learners and how their professional practice nurtures this learning plays an important role ([64]).

Science education has been recognised as a dynamic and significant factor in the teaching and learning process (Vreken, 1996 in [38]). Therefore, the quality of teaching and learning of science education must start at primary school level to expose the learners to the fulfilment of the ultimate aims as well as to prepare them for active participation in their future ([16]). In addition, the objective of science education is to prepare future scientists and to educate primary school learners so that they can become scientifically literate ([16]). Primary school level is the time when learners begins to build a fundamental understanding of science. On the other hand, [18] maintain that early science learning may enhance the learners’ curiosity, the understanding of the natural world and appreciation. These are the central issues because of their significant role in the development of critical and informed citizens in a rapidly technological society. Young children naturally enjoy observing and thinking about nature. Science is the systemic study of the structure and behaviour of the social, physical, and natural worlds through observation and experiment ([43]). The provision of quality teaching-learning of science education in primary schools may bring a positive effect on the future of every learner. According to the International Council for Science (2011) and [3], stimulating science education is viewed as fundamental for both the future of science and the ongoing development of the global knowledge society.

Science education in the South African context is full of problems, which include internationally poor comparison ([52]; [47]; [38] and decreasing learner enrolment at tertiary education institutions ([22]; [70]) due to the high failure rate of learners, specifically in science education, which continues to pose threats in South Africa’s economy and development. According to [59] and [3], South Africa has been persistently ranked among the lowest-performing countries in the science subjects. This is the outcome of the failure by the South African government to put limited emphasis on the quality teaching of science education at the primary school level. Primary school teacher professional development has been greatly ignored by the Department of Basic Education (DBE) in South Africa, while more consideration is put on secondary science teachers. This is a worrisome situation whereby the learners’ attitude and interest in science have declined. This decline of interest in science indicates some challenges to the achievement of quality basic education.

Remarkable evidence is that a sound foundation in science education, especially at primary school level may, perhaps increase the learners’ interest and continuity in studying science, thereby increasing the pool of learners who can pursue science education at tertiary school level. This may ultimately reduce the country’s skills shortage ([3]). [71], on the other hand, allude to the fact that the advantage of making science education meaningful and useful for the modern world is to:

...create the understanding and habits of the mind that are required to become compassionate human beings who can reflect on themselves and face life head on. It should prepare them to engage in informed dialogue with fellow citizens. in creating and sustaining an open, decent, and thriving society ([71]).

According to [3] and the [49], the quality of teaching and learning science in primary schools plays an important role in the success and advancement of the overall quality education. On the other hand, [1] maintain that some of the problems with science education are that the changes called for and difficult to put into practice create dilemmas for teachers, and require significant changes in teachers’ values, beliefs and the teaching and learning practices. At the centre of making science education meaningful for learners are the accomplishments and ingenuity of classroom teachers. Therefore, teachers must be skilful in responding effectively not only to societal expectations but also to the changing nature of their profession ([71]). However, it is now recognised that the number of learners with adequate and sound knowledge, attitude and skills in maths and science needs to increase as this will increase the number of matriculants who move into higher education, business and industry ([66]).

Regardless of the above consensus, [20] recommends that teaching and learning are what ultimately make a difference in the mind of the learner. They affect knowledge, skills, attitudes, and the capacity of young people to contribute to contemporary societies. Teaching becomes the centre stage of science learning and the learners’ achievement ([3]). Therefore, globally teachers are recognised as critical drivers in the delivery of quality education in science and technology at whatever level ([29]). The accomplishments of the educational aspiration of any country depend fundamentally on the contributions made by its teachers. [71] remarkably mentioned that the advantage of making science education meaningful and useful for the modern world is to:

“...create the understanding and habits of the mind that are required to become compassionate human beings who can reflect on themselves and face life head on”. It is against this background becomes clear that quality teaching-learning of science education requires critical consideration, especially at primary school level.

The issue and the complexity of teaching and learning science education in the developed countries have received great consideration due to the envisaged returns ([57]). For example, in the US, the National Commission on Mathematics and Science Teaching, as regulated by [21] for the 21^st century, disputed that the future well-being of their nation and people depended not only on how well they educate their children in the main but also on how they educate their children in mathematics and science. Hence, in the developing countries of the Suh-Saharan Africa, such as Kenya, Nigeria, South Africa, and Zimbabwe research revealed that learners still fall behind as compared to the learners in other nations concerning maths and science performance and achievement ([37]; [48]; [46]). Nevertheless, the Teaching and Learning Research Programme (TLRP) (2006) in the UK reports on science education in schools, posits that the ability to generate knowledge and to use it innovatively depends upon having a scientifically literate population and quality science education in schools is an important preparation for scientific literacy in later life.

To date, most research studies have addressed secondary schooling, although research into primary school science education identifies similar issues and is referred to where available ([30]). Furthermore, [30] argue that, if the primary goal of science education is to increase the flow of specialist scientists, technologists, and engineers, it may be debatable whether young people with special talent in science at the primary school level should be identified as early as possible and given separate, specialized, and highly focused science education. According to [11], the quality teaching of science may develop the learners’ academic performance. On the other hand, [45] are of the opinion that for the science teachers with high-quality classroom level processes to develop the learners’ scientific competencies systematically, educational experiences in school are crucial. Therefore, the strength of any education system depends largely on the quality of teachers. They are the cornerstone of educational quality, and they play a central role in the learners’ academic performance and achievement. Teachers are viewed as central to education.

To investigate the teachers’ perceptions of the quality of teaching-learning of science in primary schools.

To identify the teaching-learning strategies that are suitable for science teaching.

To determine the factors that hinder the quality teaching of science education in primary schools.

To draw recommendations for policy and practice on the teaching and learning of science education in a Southern rural context

What are the teachers’ perceptions of quality teaching and learning of science education in the primary schools?

Which teaching and learning strategies are suitable for quality teaching and learning of science education in schools?

What factors hinder the quality of science education teaching and learning in primary schools?

What recommendations can be drawn for policy and practice on the teaching and learning of science education in a Southern rural context?

Various scholars have defined the quality of teaching and learning of science as follows:

The quality teaching and learning of science refers to an effective, learner-centred teaching process in which teachers apply appropriate pedagogical strategies, resources, and assessment methods to develop learners’ scientific knowledge, skills, values, and attitudes ([67]). Furthermore, quality teaching and learning science involves engaging learners actively in inquiry, critical thinking, problem solving, and practical investigations, while connecting scientific concepts to real-life context ([62]; [32]). According to [23] and [12], the quality of teaching and science learning underscores teachers’ capability to present content accurately and meaningfully, familiarise learners’ needs, and to create an inclusive and supportive learning atmosphere. On the other hand, [27], [64] alleged that the quality in science teaching is the reflection in learners’ deep understanding of scientific concepts, their ability to apply knowledge in everyday situations, and their development of curiosity and a positive attitude toward science.

The theoretical approach used in this study is based on a study by [2]. This idea was guided by Bandura’s Self-Efficacy idea, which is part of Social Cognitive Theory. According to [2], self-efficacy is the belief in one’s ability to organise and carry out the sense of action required to manage upcoming problems. It is what a person believes he or she can do with his or her skills under specific conditions ([20]). Self-efficacy beliefs include two options: personal scientific teaching self-efficacy (PSTE), which considers a teacher’s conviction that teaching science effectively affects student achievement, and scientific Teaching Outcomes Expectancy (STOE). The latter refers to teachers’ assumptions that pupils can acquire science, given certain external conditions.

To effectively implement the science education curriculum at the primary school level, teachers must have confidence in their scientific knowledge as well as their ability to select and use innovative and active teaching practices ([58]). Furthermore, [68] claimed that the implementation of innovative teaching approaches can promote self-motivation and independent learning rather than simply transmitting information and norms. As a result, educational techniques, pedagogical content knowledge, and subject understanding among science teachers must be seen as concerning and significant elements in science education.

This study included a qualitative research technique and purposive sampling. A qualitative methodology was utilized to conduct an in-depth analysis of the phenomenon under investigation ([51]). This allowed researchers to engage directly with individuals and formulate notions derived from their experiences ([51]). In accordance with qualitative research methodology, we meticulously selected a setting or a sufficiently sized group to prevent being inundated by the work ([6]).

The present study is aimed at investigating teachers’ perceptions on quality teaching and learning of science education in primary schools. The key findings originating from this study were identified and grouped according to the themes that emerged during the data analysis as follows.

The outcomes of this study were interpreted through the lens of teacher self-efficacy, using [2] paradigm, which highlights three interconnected dimensions: teacher confidence (efficacy beliefs), outcome expectancy, and classroom practice. The investigation reveals how structural and pedagogical constraints impair teachers’ views in their capacities, hence shaping the quality of teaching and learner outcomes in science classrooms.

Quality education is acknowledged as a fundamental pillar for developmental progress in society and plays a significant part in shaping and empowering the future of individuals and the communities ([40]). However, the alarming decline of the quality of education, particularly science education in South African elementary schools is significant ([8]; [3]). This encompasses multiple research projects that pertain to the statement. This study found numerous elements that affect the quality of scientific education teaching in elementary schools within the South African context. The problems identified include inadequate teaching methodologies employed by science teachers, insufficient comprehension of scientific concepts, the absence of appropriate qualifications for teaching science, limited topic knowledge, curriculum implementation challenges, lack of infrastructure, and apparatus.

However, teachers consistently reported that the quality of science teaching and learning in elementary school is negatively influenced by lack of resources. However, many primary schools especially in the disadvantaged communities lack laboratories which are full equipped and scientific tools. Therefore, most teachers are dependent heavily on theoretical teaching than practical experiment, which reduces learners’ understanding of scientific concepts. This limitation of resources leads to poor learner engagement and poor performance in science subjects.

Findings also reveal that some teachers in schools are underqualified and have no professional qualifications or teaching subjects outside their areas of specialisation. They also express a need for more training workshops, particularly in modern teaching strategies and the implementation of technology in science education. However, this gap affects their confidence and ability to deliver high-quality lessons. High-quality teaching is essential for the overall standard of primary and secondary education. Therefore, for teachers to deliver high-quality teaching in science education, they must necessitate opportunities for ongoing professional development and acquire knowledge about contemporary advancements in their subjects, alongside the implementation of innovative pedagogical methods during teaching and learning practices ([35]).

Teachers noted that many elementary school students have low enthusiasm and attitudes toward science subjects. On the other hand, [42] maintain that attitudes toward science appear to influence learners’ participation in science subjects and their outcomes in science. This is sometimes ascribed to a lack of exposure to science-related career fairs and a scarcity of science role models in their neighbourhood. Language becomes another factor impediment when learners are taught in a second language, making it difficult for them to grasp complicated scientific concepts and contributing to low academic achievement.

The study also discovered that scientific education teachers lacked material and pedagogical knowledge of the subject. Paucities in scientific teachers' content knowledge (CK) and pedagogical knowledge (PCK) typically lead to inefficient teaching and learning. However, to ensure great teaching and learning in science education, topic content must be blended with effective teaching approaches. The survey also found that curriculum implementation is an issue.

According to [54], the goal of curricular innovation and change is to attain the intended outcome at the end of implementation. Furthermore, as the nation’s scientific advancements continue, the content of science education is being revised to reflect the changing world and new dimensions ([54]). They went on to suggest that such new dimensions include self-reliant education, population and family life education, global warming and the greenhouse effect, bioethics, and environmental degradation, all of which are major issues if not implemented.

This study established trustworthiness and credibility by building strong relationships with participants and ensuring that their exact words were transmitted in the current study. To accomplish conformity, the researcher kept a neutral attitude and ensured that her opinion did not influence the study’s findings. To ensure trustworthiness, the researcher employed separate codes. Two colleagues assessed the coding procedure and emergent themes to ensure consistency and reduce researcher bias, thereby validating the accuracy of the coding and interpretation.

This investigation included ethical considerations. All participants were informed about the study’s goal and made aware that their participation was entirely voluntary. The researcher guaranteed the participants that their identities would be protected and that no names of participants would be revealed to the public.

Science education is a foundational component in the development of scientific literacy, critical thinking and innovation among learners ([17]). It empowers individuals with problem-solving skills and creativity, which drive sustainable development and give explicit consideration to improving the learners’ interest in and attitudes as early in their primary school phase. However, efforts should be made to improve science education in primary schools in South Africa because of the continued failure of teachers to perform well in their teaching process. Advanced teaching strategies for science education can be developed by subject specialists who have a significant impact on learners’ scholastic achievement. The professional development in a climate of educational reform must address the total challenge of implementing educational standards, working with a diverse population, and changing forms of learner assessment ([58]). However, it plays an important part in the successful educational reforms, and it cannot be overemphasised. Further research should be conducted in teacher education training programmes to address and improve the level of science education teachers in South Africa. This situation, however, appeals to the South African Government to outline its policies by imitating the education system of the best achievers and by using international comparison strategies.

I recommend that the Department of Basic Education (DBE) include science education programmes in primary schools.I recommend that teachers be professionally developed to teach. Progressive professional development programmes and workshops should be put in place by DBE.I recommend that the DBE hires specialised qualified teachers and place them in their field of specialisation.