Browse live teaching jobs in Cape Town, Western Cape. Salaries, top employers and how to apply. Updated regularly.

### **Job Advert Summary**

**Independent Service Provider \| Starting January 2027**


### **Helping young learners discover that** ***“I can’t do this yet”*** **is very different from** ***“I can’t do this.”***



At St Cyprian’s School, we believe that strong foundations in literacy and numeracy matter enormously — but so do confidence, curiosity, resilience and a young person’s developing relationship with learning.



We are looking for a **warm, skilled and experienced Foundation Phase Academic Learning Support Teacher** to provide part\-time learning support services during the school day.



Working within our inclusive learning environment, you will support students who experience barriers to learning, particularly in literacy and numeracy. This role calls for someone who can look beyond what a child is struggling with to understand **how she learns**, what may be getting in the way, and what support might help her find her way forward.



This is not simply about remediation. It is about helping young learners develop the skills, strategies and confidence to experience themselves as capable learners.

### **Minimum Requirements**

**We would particularly love to meet someone who…**
---------------------------------------------------


* holds a relevant teaching qualification and is registered with **SACE**;
* has experience working with Foundation Phase students requiring academic learning support;
* preferably holds an additional qualification in **Remedial Education, Learning Support and/or Inclusive Education**;
* understands current approaches to supporting neurodiverse learners;
* has experience within an independent school environment;
* combines sound professional judgement with empathy, patience and emotional intelligence;
* can work collaboratively with teachers, specialists and parents without losing sight of the child at the centre of the conversation;
* is flexible, dependable and highly professional; and
* believes that difficulty with learning should never become a child's identity.

### **A little about us**



St Cyprian’s is a proudly South African, Anglican girls’ school with a long history and an equally strong commitment to evolving thoughtfully for the world our students are growing into.



We value diversity, belonging and the individuality of every student. We are interested not only in what our students achieve, but in who they become — and in creating environments in which every girl has a genuine opportunity to flourish.



If your instinct when a child struggles is not simply **“What is wrong?”** but rather **“What is this telling us, and what does this learner need?”**, we would love to hear from you.


### **How to Apply**



Qualified, interested candidates are required to upload:


* A detailed CV which ***includes*** a brief covering letter and current contact details of **three** referees
* A copy of ID
* Qualifications
* SACE Certificate
* Answer the screening questions via our online application portal


Failure to meet the minimum requirements will result in disqualification. Only short\-listed candidates will be contacted for further discussions.

### **Duties and Responsibilities**

**What the role involves**
--------------------------



As part of our Learning Support Team, you will:


* provide individual and/or small\-group academic learning support to Foundation Phase students experiencing challenges in literacy and numeracy;
* assess learning needs and develop appropriate, responsive intervention strategies;
* maintain accurate records of intervention plans, student progress and recommendations;
* work closely with the Learning Support Coordinator, class teachers and the broader Learning Support Team;
* participate in relevant meetings and conversations regarding student progress and support;
* communicate thoughtfully and constructively with parents about progress, concerns and strategies that can be reinforced at home;
* help students develop confidence, resilience, self\-regulation and effective learning strategies; and
* remain informed about current research and good practice in remedial education, inclusive education, neurodiversity and learning support.

The position is **part\-time**, with hours determined according to student support needs and the Foundation Phase timetable.

Part-Time Foundation Phase Academic Learning Support Teacher

TEACHER POST Vera School for Learners with Autism Spectrum Disorder. 180 Learners - ages 7-18. Based in Rondebosch-East in Cape Town The following requirement must be met: Completed teaching qualification (B.Ed. / B. Prim or a similar degree. Degree with PGCE) (an ECD qualification only will not be considered) SACE registered Experience in the field of special education and autism will stand the candidate in good stead Please forward your CV to info@vera.co.za NB: Only shortlisted candidates wi…

TEACHER POST

ADvTECH is the leading provider of private education in Africa, passionately committed to enriching people’s lives and futures. The academic strategy of ADvTECH’s School’s Division is to ensure that each student progresses incrementally toward mastery in a learning environment that is flexible, inspiring, engaging and challenging. ADvTECH houses a number of prestigious school brands offering IEB, Cambridge & IB curricula and boasts an online home schooling delivery option as well. Duties Inters…

Teacher: Intersen Phase

### **Job Advert Summary**


There is something rather special about teaching in the Foundation Phase.



It is where curiosity is still gloriously untamed, questions are plentiful, play is serious business, and a child’s early experiences of school begin to shape how she sees herself as a learner.



St Cyprian’s School is looking for an **innovative, reflective and passionate Foundation Phase Teacher** who understands both the joy and the significance of these formative years, to join us from **January 2027\.**



We are looking for an excellent classroom practitioner with a strong understanding of **early childhood development and developmentally appropriate practice** — someone who knows that young children do not all develop according to the same timetable, and who can recognise what each child needs in order to take her next meaningful step.



Our ideal teacher understands that excellent Foundation Phase teaching is neither entirely child\-led nor entirely teacher\-directed. It is the thoughtful weaving together of **explicit teaching, purposeful play, exploration, inquiry and intentional instruction**.



You will create a classroom in which learning is practical, visual and hands\-on before it becomes abstract; where curiosity and critical thinking are encouraged; and where girls experience both the challenge and the support they need to flourish.



Just as importantly, you will see the **whole child**.



You will notice when a learner is struggling before the gap becomes a chasm. You will understand the relationship between cognitive, social, emotional and physical development. You will build independence, confidence, collaboration, communication and resilience — not as lovely extras, but as essential parts of learning.



And because no child learns in isolation, you will build warm, respectful and meaningful relationships with learners, colleagues and families.

### **Minimum Requirements**

### **What you will bring**



You will have:


* A recognised **Bachelor of Education (Foundation Phase)** degree or equivalent qualification.
* A minimum of **three years’ Foundation Phase teaching experience**.
* Current **SACE registration** and a PGCE.
* A sound understanding of early childhood development and play\-based, child\-centred pedagogy.
* A commitment to reflective practice, professional growth and innovation in education.

Additional qualifications and/or experience in **Early Childhood Development (ECD)** will be advantageous, as will experience within an independent and/or girls’ school environment.


### **And perhaps most importantly…**



We are looking for someone who genuinely delights in young children and in the extraordinary business of helping them learn.



Someone who can hold both **structure and play, challenge and nurture, the individual child and the needs of the group**.



Someone who understands that the Foundation Phase is not simply preparation for the learning that comes later.


**It is learning. It is development. And it is where so much begins.**


### **How to Apply**



Qualified, interested candidates are required to upload:


* A detailed CV which ***includes*** a brief covering letter and current contact details of **three** referees
* A copy of ID
* Qualifications
* SACE Certificate
* Answer the screening questions via our online application portal


Failure to meet the minimum requirements will result in disqualification. Only short\-listed candidates will be contacted for further discussions.

### **Duties and Responsibilities**

### **In this role, you will:**


* Plan and deliver high\-quality learning experiences aligned with CAPS and IEB requirements, incorporating inquiry\-based approaches that develop curiosity and critical thinking.
* Create a dynamic classroom that thoughtfully balances explicit teaching, structured play, inquiry and exploration.
* Regularly assess learner progress and respond with appropriate support and intervention before learning gaps widen.
* Make learning practical, visual and hands\-on, providing strong foundations before moving towards abstraction.
* Adapt teaching to learners’ developmental readiness and differentiate effectively for a variety of learning needs and styles.
* Use purposeful play to develop creativity, collaboration, communication, independence and resilience.
* Create a safe, inclusive and stimulating classroom in which every girl feels known, valued and able to participate fully.
* Collaborate generously with your Grade team and colleagues across the School to strengthen teaching and learning.
* Bring energy, thoughtfulness and an understanding of what it means to educate girls.
* Contribute enthusiastically to our co\-curricular programme and the broader life of St Cyprian’s School.
* Build and sustain positive relationships with learners, parents, colleagues and other members of our community.
* Uphold and support the Anglican values and ethos of St Cyprian’s School.

Foundation Phase Teacher

Join Our Team at IIE Rosebank International


The Independent Institute of Education, Rosebank International, is part of the ADvTECH Group, Africa's leading private education provider. From our humble beginning in 1909, Rosebank College has grown to a student population of more than 43,000 students nationwide.


As we continue to expand and innovate, we invite passionate professionals to become part of our dynamic team. If you are driven by the desire to make a meaningful difference in students' lives and wish to contribute to an institution that values academic excellence, connection, and student success, we would love to hear from you.


Join us on our journey of shaping futures!

**Job Purpose:**


To teach/lecture allocated modules. To engage and prepare students for assessments by tracking module pacers, identifying and supporting at risk students, managing general student administrative support, and developing assessments by engaging with the Central Academic Team. Assisting the Programme Coordinator in tracking and analysing of academic results to evaluate the performance of the module and to identify “at risk modules”.

**Duties \& Responsibilities:**

* Deliver lectures and engage students based on module\-specific requirements in line with module pacers.
* Manage resources including academic materials and liaising with the Information Centre.
* Update Learning Management System and provide feedback to students.
* Engage and prepare students for assessments, identify at risk students, and develop assessments in accordance with Central Academic Team briefings.
* Monitor student engagement as well as assessment submission with relevant escalation.
* Attend and participate in academic meetings across all faculties.
* Support Part\-time Lecturers with faculty requirements.
* Reflect on, review, and analyse student module result.
* Offer academic support to the Programme Coordinator with results analysis and tracking of own modules to assess performance of modules and to identify at risk modules.
* Develop and design Teaching\-Learning materials in support of module\-specific outcomes.
* Assist with student registration and orientation as required.
* Assist with student registration and orientation as required.
* **Research**: Conduct scholarly disciplinary based or SOTL Research and deliver set research outputs according to institution / Brand’s research targets and contribute to the Brand’s Teaching\-Learning practice; ***or***
* **Academic Professional Development**: complete a set number of academic professional development interventions per academic cycle (one year) that contribute to the improvement of the Brand’s Teaching\-Learning practice and personal professional academic status.

**Minimum requirements:**

* Honours in logistics or supply chain (NQF Level 8\)
* 2 to 3 years Lecturing or Formal Tutoring
* 1 to 3 years of industry\-specific experience

**Key competencies:**

* Knowledge and understanding of the South African higher education systems and regulatory framework.
* Knowledge and understanding of the Teaching and Learning theory and interventions.
* The ability to provide student support services.
* The ability to work with and learn more about digitalized academic platforms.
* The ability to cope with a frequently changing environment and to adapt to evolving situations.
* Ability to adhere to rules and strictly follow work regulations.
* Deadline orientated and can work well under pressure.
* Ability to manage time effectively.


**Working Hours:**


Classes are scheduled between 08h00am until 17h00pm, Monday to Friday.

***We are an equal opportunities employer however preference will be given to EE and South African candidates*****.**

LECTURER - LOGISTICS AND SUPPLY CHAIN

### **Job Advert Summary**


We are a diverse, progressive, high\-functioning public school which seeks to employ professionals who are hard\-working, resilient, passionate, and ready to immerse themselves in the holistic development of young people.



The following permanent full\-time SGB post is available from January 2027\.



English and History Teacher



The successful candidate will become part of a cohesive and happy staff team with a clear vision for the power of education in the lives of individuals, and in their families and communities.



Closing date: 21 August 2026



Should applicants not have heard from the school by 18 September 2026, they may assume that their application has been unsuccessful.

### **Minimum Requirements**


Applicants must:



Have an appropriate degree and qualification to teach English and History;  

Be registered with SACE (South African Council of Educators);  

At least three years of Experience in teaching English;  

Be computer literate and capable of effectively using the Microsoft and Google suits to enhance teaching and learning.

### **Duties and Responsibilities**


Teach English and History to a range of classes as specified in the school timetable.



Carry out extra mural activities as allocated which may include, but not necessarily be limited to, the areas of your interest.



Where the organisational needs of the school so demand, the employee may be required to teach classes, subjects, grades, groups or learning areas in which the employee may be competent, whether by qualification, experience or knowledge.



Give instruction in accordance with their timetable and undertake the relevant preparation, evaluation and assessment appropriate thereto.



Attend school functions, staff meetings, professional meetings/workshops and parent meetings without additional remuneration, or other such gatherings as and when required to do so by the Principal or other competent authority.



Participate in personal and professional development programmes implemented by or through the school, including, but not limited to, site visitation by WCED officials, management staff and colleagues.



The specific duties expected of the employee are embodied in the Personnel Administration Measures (PAM) determined by the Minister of Education in terms of the Employment of Educators Act 1998 and the Regulations made in terms of the Act.

English and History Teacher

### **Job Advert Summary**


We are a diverse, progressive, high\-functioning public school which seeks to employ professionals who are hard\-working, resilient, passionate, and ready to immerse themselves in the holistic development of young people.



The following permanent full\-time SGB post is available from 01 January 2027\.


**Life Sciences and Natural Sciences Teacher**



The successful candidate will become part of a cohesive and happy staff team with a clear vision for the power of education in the lives of individuals, and in their families and communities.



Closing date: 20 August 2026



Should applicants not have heard from the school by 18 September 2026, they may assume that their application has been unsuccessful.

### **Minimum Requirements**


Applicants must:



Have an appropriate degree and qualification to teach Life Sciences and Natural Sciences;  

Be registered with SACE (South African Council of Educators);  

At least three years of Experience in teaching Life Sciences and Natural Sciences;  

Be computer literate and capable of effectively using the Microsoft and Google suits to enhance teaching and learning.

### **Duties and Responsibilities**


Teach Life Sciences and Natural Sciences to a range of classes as specified in the school timetable.



Carry out extra mural activities as allocated which may include, but not necessarily be limited to, the areas of your interest.



Where the organisational needs of the school so demand, the employee may be required to teach classes, subjects, grades, groups or learning areas in which the employee may be competent, whether by qualification, experience or knowledge.



Give instruction in accordance with their timetable and undertake the relevant preparation, evaluation and assessment appropriate thereto.



Attend school functions, staff meetings, professional meetings/workshops and parent meetings without additional remuneration, or other such gatherings as and when required to do so by the Principal or other competent authority.



Participate in personal and professional development programmes implemented by or through the school, including, but not limited to, site visitation by WCED officials, management staff and colleagues.



The specific duties expected of the employee are embodied in the Personnel Administration Measures (PAM) determined by the Minister of Education in terms of the Employment of Educators Act 1998 and the Regulations made in terms of the Act.

Life Sciences and Natural Sciences Teacher

The Cape Town High School SGB urgently seeks the services of a suitable qualified and SACE certified Afrikaans First Additional language teacher. Starting date: Monday 3 August.

Responsibilities:

\- Teach Afrikaans grades 8 to 12

\- register class teacher

Please send a concise CV listing all qualifications and teaching experience with 3 contactable references to the Acting Principal, Mr. R.Ebrahim at rego21316@gmail.com.

NOTICE: no applications outside of the Western Cape will be considered.

Pay: R16 000,00 \- R20 000,00 per month

Work Location: In person

AFRIKAANS EAT TEACHER

Title of Position
   

  

 Lecturer
   

  

 Post Number
   

  

 898A
   

  

 Faculty/Department
   

  

 University of the Western Cape \-\> Arts and Humanities \-\> Religion \& Theology
   

  

 Type of Position
   

  

 Permanent \- Full Time
   

  

 Length of Contract Period
   

  

 Location
   

  

 Main Campus \- Bellville, WC ZA (Primary)
   

  

 Closing Date
   

  

 30/7/2026
   

  

**Role Clarification \& Key Performance Areas**
***FACULTY OF ARTS AND HUMANITIES***
***LECTURER***
**Islamic Studies: Department of Religion and Theology**
 The Department of Religion and Theology, housed within the Faculty of Arts and Humanities, offers teaching specialisations in four subject areas, namely Theological Studies, Ethics, Religious Studies, and Islamic Studies. Collaborative research activities take place within six research frameworks, namely Religion, Theological Praxis and Development; Islamic Law, Theology and Spirituality; Religion, Gender and Sexualities; Ecumenical Theology, Muslim\-Christian Dialogue, and Indigenous Spiritualities in Africa; Biblical and Quranic Hermeneutics and Rhetoric; and Christian and Islamic Eco\-theologies. Its work is marked by an ecumenical, interdisciplinary, decolonial, and contextually grounded approach, with particular attention to South African, African, and broader Global South scholarly conversations.
   

  

 The Department seeks to appoint a suitably qualified and experienced applicant who will strengthen teaching, research, and postgraduate supervision in Islamic Studies, and contribute to the Department’s wider interdisciplinary and contextually grounded intellectual life.
   

  

**Key performance areas**
* Teaching at undergraduate, Honours and Master’s level.
* Supervising Honours and Master’s students and contributing to the development of postgraduate study in Islamic Studies.
* Conducting research and producing peer\-reviewed research outputs.
* Participating in departmental and faculty committees.
* Coordinating research seminars and public lectures.
* Conducting academic duties at departmental level, including module/course co\-ordination.
* Advancing public and community\-engaged scholarship.


**Minimum Requirements**
* A Master’s degree in Islamic Studies, Islamic Theology, Islamic Law, Islamic Philosophy, Islamic Ethics, or a related field, with evidence of registration for a PhD.
* Demonstrable expertise in one or more core areas of Islamic Studies, including Qur’anic studies, Hadith studies, Islamic theology, Islamic law, Islamic philosophy, Islamic ethics, or Islamic spirituality.
* A minimum of one (1\) accredited publication.
* Evidence of innovative learning and teaching practice at undergraduate and honours level.
* Competence in Arabic, with the ability to engage primary Islamic texts.
* Active involvement in at least one community engagement activity relevant to the discipline.


**Added advantages**
* Ability to contribute to interdisciplinary teaching and research within religion and theology, the social sciences, and the broader humanities.
* An emerging research profile in one or more of the following areas: Islamic theology and philosophy, Islamic legal sciences, Sufism, Qur’anic sciences, contemporary Islamic thought, Islamic ethics, Islamic eco\-theology, Muslim societies and civilizations, Islamic political thought, or Muslim education.
* Familiarity with both classical Islamic scholarly traditions and contemporary academic approaches to Islamic Studies.
* Evidence of postgraduate supervision or co\-supervision.
* Demonstrable commitment to a decolonial approach to Islamic Studies, grounded in South African and broader African contexts, and engaged with Global South epistemologies and scholarly debates.
* Active participation in academic conferences and seminars and related scholarly networks.
* Research engagement in applied and interdisciplinary fields, including Islamic ethics (e.g., science, technology, ecology, and education), Islamic finance, gender studies, decoloniality, development studies etc.


 In your application, you are encouraged to highlight your strengths and include anything else you deem exceptional and outstanding to be considered by the selection panel. In addition, please attach a cover letter motivating your suitability, a detailed curriculum vitae including contact details of three referees, and your highest qualification to your online profile.
   

  

 To be considered for this vacancy, you must click on the Apply for this Job link below or apply directly via UWC Careers at https://uwc.hua.hrsmart.com/hr/ats/JobSearch/viewAll. For any queries, please contact the Human Resources Department at \+27 21 959 4063/3642/9362/9708/3160/3756 or email: e\-recruitment@uwc.ac.za.
   

  

 DISCLAIMER: By applying for the position, you consent to the University sharing your application, including curriculum vitae, with University stakeholders to process the application. In line with the University’s commitment to diversifying its workforce, preference will be given to suitably qualified applicants in line with our Employment Equity Targets. The official retirement age at UWC is 65 years. The University reserves the right to not make an appointment, make an appointment at a different level, seek additional candidates and may conduct competency assessments.

Lecturer

Economics Teacher (Postsecondary – AI Training) About The Role What if your economics expertise could help shape how the next generation of AI understands markets, incentives, and human behavior? We're looking for experienced postsecondary Economics instructors to evaluate and improve AI systems trained on economic reasoning — bringing real classroom expertise to cutting-edge technology. Organization: Alignerr (Powered by Labelbox) Type: Hourly / Task-based Contract Location: Remote Commitment:…

Economics Teacher (Postsecondary)

There is something rather special about teaching in the Foundation Phase.
   

  

 It is where curiosity is still gloriously untamed, questions are plentiful, play is serious business, and a child’s early experiences of school begin to shape how she sees herself as a learner.
   

  

 St Cyprian’s School is looking for an
 **innovative, reflective and passionate Foundation Phase Teacher** 
 who understands both the joy and the significance of these formative years, to join us from
 **January 2027\.**
 We are looking for an excellent classroom practitioner with a strong understanding of
 **early childhood development and developmentally appropriate practice** 
 — someone who knows that young children do not all develop according to the same timetable, and who can recognise what each child needs in order to take her next meaningful step.
   

  

 Our ideal teacher understands that excellent Foundation Phase teaching is neither entirely child\-led nor entirely teacher\-directed. It is the thoughtful weaving together of
 **explicit teaching, purposeful play, exploration, inquiry and intentional instruction** 
 .
   

  

 You will create a classroom in which learning is practical, visual and hands\-on before it becomes abstract; where curiosity and critical thinking are encouraged; and where girls experience both the challenge and the support they need to flourish.
   

  

 Just as importantly, you will see the
 **whole child** 
 .
   

  

 You will notice when a learner is struggling before the gap becomes a chasm. You will understand the relationship between cognitive, social, emotional and physical development. You will build independence, confidence, collaboration, communication and resilience — not as lovely extras, but as essential parts of learning.
   

  

 And because no child learns in isolation, you will build warm, respectful and meaningful relationships with learners, colleagues and families.

### **Job Advert Summary**


This top performing girls’ school is looking to appoint a suitably qualified and experienced teacher to a new post. The following full time, permanent WCED contract (renewable annually) educator post is available from January 2027\.



Only complete applications with all requested supporting documentation will be considered. Short\-listed candidates will be contacted and invited to an interview; taken on a tour of the school and expected to teach a lesson. **We reserve the right not to fill the post.**



Rustenburg Girls’ High School is committed to the principles of Employment Equity and to providing equal opportunities. Candidates who meet these criteria will receive preference.

### **Minimum Requirements**

* Knowledge and experience in teaching the CAPS curriculum for Computer Applications Technology AND Information Technology in the FET phase is essential, including having taught the subject at the Grade 12 level.
* The successful candidate should be confident in preparing learners for the NSC examinations and in using technology effectively to support teaching, learning and assessment.
* Experience running a Subject Department or in another promotion position would be an advantage.

### **Duties and Responsibilities**


The successful applicant will teach Computer Applications Technology and Information Technology from Grade 10 to Grade 12



The successful applicant will be expected to play a full role in the extra\-mural life of the school, including as a Tutor in the Vertical Tutor System.

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