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Economics teachers’ perceptions of Economics curriculum changes in the selected high schools of Amathole West Education District
(University of Fort Hare, 2024) Nkalitshana, Asanda; Skhephe, M.
The purpose of this study was to explore Economics teachers’ perceptions of Economics curriculum changes in the selected high schools of Amathole West Education District, Eastern Cape, South Africa. This action was prompted by the researcher’s observation of the challenges in implementing curriculum changes in the classroom. A qualitative research approach was undertaken with the purpose of developing a better understanding of the research problem under study. The case study research design was deemed appropriate for this study. Convenient sampling was used to solicit data from fifteen participants who were, specifically, Economics teachers selected from five high schools of Amathole West Education District. Semistructured interviews and documents analysis were used to collect data to provide valid and reliable information for the compilation of this study. Themes and categories were used to analyse data. The outcomes of the study revealed that economics teachers are facing challenges in implementing new economics curriculum changes due to their lack of involvement when a new curriculum is developed, to such an extent that the issue of lack of resources and capacity to support curriculum changes become major barriers. Based on the findings of the study, some recommendations were made. The researcher recommended that whenever it would be necessary to change the economics curriculum, a bottom-up approach should be employed to cope with the changes. Instead of being instructed by the authorities what changes should be made, teachers should be given a chance to express their opinions. In addition, the researcher recommends that economics discussion forums be held in order to help teachers with any problems they encounter, such as a shortage of economics teaching and learning resources. Furthermore, the researcher recommends that curriculum training and workshops for economics teachers should be offered continuously in order to equip teachers with sufficient information regarding the curriculum. The researcher recommended further that all teachers must be encouraged to either speak in discussion forums or write down their views without mentioning their names in order to avoid being victimised and censured by others. In this study the researcher concludes that it is important to note that the process of changing the curriculum compels teachers to participate in continuing education programmes for their own personal growth in order to accept and adapt to any curriculum changes that may occur. It is crucial to remember that new information and expertise can help with teaching by inspiring the development of fresh approaches to education. Furthermore, before any curriculum changes are made, teachers should be given curriculum material that they can read and understand in order to raise their opinions. Since teachers are the ones who carry out the curriculum, it is vital that they participate in the planning and design of the curriculum.
Grade one teachers approaches in supporting learners with autism spectrum disorder in selected schools in Buffalo City Education District
(University of Fort Hare, 2025) Mlonyeni, Nomonde; Makeleni, S.
Autism spectrum disorders (ASD) are neuro-developmental in origin and characterised by impairments in communication and reciprocal social interactions. Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, there appears to be limited research on teacher’s approaches in supporting learners with ASD in their classrooms. Hence, this study explored teachers’ approaches in supporting learners with Autism Spectrum Disorders. The study was designed as case study research in which a qualitative research approach was employed. The study adopted an interpretivist paradigm and 18 educators in the Buffalo City Metro who have experience in teaching children with ASD were interviewed. Semi-structured interviews and semi-structured interview schedule was used to elicit information from the six research sites. The data collected were analysed using a thematic approach where themes and sub-themes emerged from the research questions after transcribing, sorting and categorizing them. The findings of the study revealed that teachers faced several challenges including:- a lack of training, resources, knowledge of ASD and a curriculum for learners with ASD were the overarching themes that resulted in educators feeling a sense of inadequacy to teach these learners. The study will cover the challenges faced by teachers in teaching learners with ASD. Therefore, the study recommends that more resources are needed to enhance the education of learners with ASD. The study also revealed that more training and support are needed for effective teaching of learners with
ASD. Furthermore, the DoE must employ more knowledgeable people to deal with special needs, specifically autism, to offer effective support. The study concluded that one of the fundamental issues to consider is the fact that there is a need for all teacher training centres and universities to add inclusive education to their curricular to avoid mainstream schools employing teachers who do not understand autism.
Strategies used by novice teachers to manage disruptive behaviour in the classroom
(University of Fort Hare, 2023-05) Maposa, Yvonne Zola; Hackmack, K.
Classroom disruptions are experienced in many schools and prevent effective teaching and learning. The principal purpose of this study was to review a range of evidence-based strategies used by grade eight novice teachers to deal with disruptive behaviour in the schools in the Buffalo City Metropolitan District. The research questions were intended to discover from the participants their understanding of disruptive behaviour, its prevalence, the strategies and techniques they use to manage learners’ disruptive behaviour and, finally, the support structures they receive from the schools that assist them in managing disruptive behaviour. Data were collected using semi-structured interviews and observations. Fifteen (15) participants from 10 schools in the Buffalo City Metropolitan District were selected for this research using the purpose sampling method. All 15 novice teachers responded and were interviewed. The results revealed that all the novice teachers in the BCM district experienced learner disruption in class. The novice teachers’ conception of disruptive behaviour was consistent with research but varied in degrees of severity. The range of strategies and techniques used by the novice teachers included verbal reprimands, removal of privileges, reporting the behaviour to the principal and reporting the incident to the learner’s parent(s) directly. An area of concern was the participants’ feedback that they did not get adequate support from their schools in dealing with these unacceptable behaviours. Consequently, teaching and learning in their classrooms continued to be disrupted, which meant the teaching and learning in the classroom were disrupted. First, it is recommended that the challenge of disruptive behaviour needs more discussion at a national level to assist novice teachers with more effective management techniques. Secondly, universities should help novice teachers with effective management techniques, which must be part of the curriculum for pre-service teachers. Finally, schools should implement a holistic school-based classroom management system to provide novice teachers with more assistance in maintaining order in their classrooms. Teachers’ inductions, mentors and assistance from the district offices can also significantly help the NTs.
The integration of indigenous knowledge into climate change education: A case of the advanced level geography curriculum in Zimbabwe
(University of Fort Hare, 2025) Machaya, Trust; Linake, M.A.
The purpose of this study was to establish the integration of Indigenous Knowledge (IK) into Climate Change Education (CCE) in the Advanced Level Geography curriculum at high schools in Zimbabwe. Many countries like Canada, Namibia, South Africa including Zimbabwe have enacted policies and reformed their curricula to align with the UNESCO/ UNICEF recommendation on the integration of IK into CCE. The challenge in many countries is on how to effectively integrated IK into CCE. To explore the integration of IK into CCE, the study was informed by the by Rogan and Grayson's (2003) curriculum implementation theory. The study was located in the interpretivism paradigm, adopted a qualitative approach and a case study design. Semi-structured interviews, lesson observations, and document analysis were used to generate data. Convenient and purposeful sampling were used to select the two schools investigated; the study participants consisted of one Geography district inspector and four Advanced Level geography teachers. The study revealed that teachers integrated few types of IK into CCE during their Advanced Level Geography lessons and relied mainly on the lecturing method and formal assessment as pedagogical strategies. Findings also showed insufficient financial, material, information communication technologies, and professional development support to enhance the integration of IK into CCE at the two schools. Challenges to integrating IK into CCE included the lack of a clear policy on IK integration, inadequate pre- and in-service training for teachers in IK, teachers' poor attitude towards IK, and a lack of the necessary resources to support the integration. The study concluded that at the two schools, the current integration of IK into CCE in the Geography curriculum was incomplete and ineffective. Thus, the study recommended, promulgation of clear guidelines in the policy on IK into CCE integration. Also, that the community be involved in the provision of types of IK. The initial teacher training courses include modules on IK types, and teaching and assessment approaches that enhance the acquisition of knowledge and skills on IK and CCE. The ministry provides workshops on IK, and how to integrate it in CCE in schools. Schools must have fund raising projects to allow them to visit IK resource centres. That researchers and authors need to publish materials that can enhance this effective integration of IK into CCE.
Grade 12 teachers’ experiences in teaching reading comprehesion in Engish First Additional Language in Buffalo City Metro Education District
(University of Fort Hare, 2025) Jona, Xolisile Precilla; Makeleni, S.
This qualitative study investigated teachers’ experiences in teaching reading comprehension in Grade 12 English First Additional Language (EFAL) in Buffalo City Metro Education District. The study was motivated by low performance of Grade 12 learners in reading comprehension in English First Additional Language, low performance caused by inability to read with understanding. The study is qualitative in approach and underpinned by interpretive paradigm position. A case study design is used to gather qualitative data. Data collected through semi-structured interviews, focus group and document analysis. The study adopted a purposive sampling of 1 teacher from 16 schools (one English teachers from each school). Data presented was analyzed through thematic approach analysis. The study discovered that learners have poor performance of reading comprehension. The finding of the study disclosed the limited assessments conducted by teachers during the year. Teachers have limited understanding of reading comprehension strategies that resulted to underperformance of progressed learners in reading comprehension. Teachers showed dissatisfaction with interventions of Department of Education in terms of support and participants experience limited resources of reading strategies for Grade 12 learners. The research recommends that more workshops to be conducted by the Department of Education to empower and train teacher on teaching reading. The research also suggests an active intervention of reading approaches for learners in order to relate their life experience that would cause them to read the text with understanding. The study recommends collaborative measures to develop best practice to uncover critical areas of professional learning environment 21st Century.