The paper reports on the support given to grade 9 science teachers to enhance science learning and science literacy. The study aimed to find out if science teachers are supported to promote science learning and science literacy. The study was informed by social constructivism and pedagogical content knowledge (PCK) theories. The study was located in the interpretive research paradigm, followed a qualitative approach and adopted a case study design. A purposive selected sample of 10 science teachers from different schools and 30 students (10 focus groups) with three students in each of the ten schools participated in their individual focus group. The selection of students was based on academic performance (top, average and below average) as recommended by the science teachers. Data were collected through individual interviews for teachers, and individual focus group interviews for students. Data were analysed through coding, categorising and themes emerged. The study found that teachers get minimum support for both professional development workshops and sciences resources. The study also indicates that science workshops are more theoretical than practical. Therefore, the study recommends that science teachers be supported with science resources and practically empowered to promote science learning and science literacy and improve their practice.

Username
Password