Theses and Dissertations

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http://hdl.handle.net/20.500.11837/3405

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Browsing Theses and Dissertations by Subject "Teachers--South Africa"

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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.
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    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.