Learners’ Physical Science performance in South Africa has been under discussion for several years, the challenge being that it has been exacerbated by continuous changes in the curriculum. Systems that have been put in place have yielded insufficient satisfactory solutions to both underperformance in the subject and sustainable good performance. Although interventions by curriculum policymakers have been ineffective, the issue at hand remains that teachers need to implement good teaching practices in order to ensure that all learners receive quality education. Physical Science teachers are custodians of a subject that may address scarce skills in the education system, so the quality of teaching must be optimised. Teachers need to implement intervention processes put in place by other stakeholders to reduce the negative perceptions that most people have about Physical Science. This study investigates how various factors related to the quality of teachers may affect the performance of Grade 12 learners in this subject. Since past studies have presented a broad spectrum of these factors, this study has categorised them as those directly related to teaching and those indirectly related to teaching. As a basis for data collection the researcher first established the overall status of the Physical Science teachers and investigated how the factors identified affect teaching. A mixed method approach was followed, and given the breadth of the study, available raw data was collected through questionnaires, interviews and observations. Data collected on factors indirectly related to teaching showed that these factors affect factors directly related to teaching and both of them affect the performance of the teacher, and consequently those of learners. These findings revealed that the performance of Physical Science cannot be based on one factor only, but on a combination of factors that are interrelated and should be integrated for effective teaching practices. Recommendations have been made to the National and Provincial Department of Education, District offices, school management teams and Physical Science teachers to reinforce other strategies that have been in place in order to improve or sustain good performance of the subject and to close gaps that have not been identified as possible intervention strategies. They include upgrading qualifications with the current content and methodologies to match the changing curriculum, restructuring workshops so that they are informed by the teacher’s needs, stabilising the curriculum to avoid many changes in short periods of time, retraining of teachers, relevant appointment of Heads of Departments (HoDs) into subject management positions, utilisation of support groups by teachers, proper management of the subject, proper screening of Physical Science learners and provision of teaching and learning resources. / Science and Technology Education / M. Ed. (Natural Science Education)

Learners’ Physical Science performance in South Africa has been under discussion for several years, the challenge being that it has been exacerbated by continuous changes in the curriculum. Systems that have been put in place have yielded insufficient satisfactory solutions to both underperformance in the subject and sustainable good performance. Although interventions by curriculum policymakers have been ineffective, the issue at hand remains that teachers need to implement good teaching practices in order to ensure that all learners receive quality education. Physical Science teachers are custodians of a subject that may address scarce skills in the education system, so the quality of teaching must be optimised. Teachers need to implement intervention processes put in place by other stakeholders to reduce the negative perceptions that most people have about Physical Science. This study investigates how various factors related to the quality of teachers may affect the performance of Grade 12 learners in this subject. Since past studies have presented a broad spectrum of these factors, this study has categorised them as those directly related to teaching and those indirectly related to teaching. As a basis for data collection the researcher first established the overall status of the Physical Science teachers and investigated how the factors identified affect teaching. A mixed method approach was followed, and given the breadth of the study, available raw data was collected through questionnaires, interviews and observations. Data collected on factors indirectly related to teaching showed that these factors affect factors directly related to teaching and both of them affect the performance of the teacher, and consequently those of learners. These findings revealed that the performance of Physical Science cannot be based on one factor only, but on a combination of factors that are interrelated and should be integrated for effective teaching practices. Recommendations have been made to the National and Provincial Department of Education, District offices, school management teams and Physical Science teachers to reinforce other strategies that have been in place in order to improve or sustain good performance of the subject and to close gaps that have not been identified as possible intervention strategies. They include upgrading qualifications with the current content and methodologies to match the changing curriculum, restructuring workshops so that they are informed by the teacher’s needs, stabilising the curriculum to avoid many changes in short periods of time, retraining of teachers, relevant appointment of Heads of Departments (HoDs) into subject management positions, utilisation of support groups by teachers, proper management of the subject, proper screening of Physical Science learners and provision of teaching and learning resources. / Science and Technology Education / M. Ed. (Natural Science Education)