The study investigated the challenges faced by the teachers during the implementation of the
National Curriculum Statement in secondary schools at Greater Delareyville Area Office. The aim
of this study was to investigate the extent to which the Department of Education provides the
teachers with necessary support through resource material for professional development and
relevant teaching and learning strategies.
Both qualitative and quantitative approaches were used as methods of investigation. In quantitative
approach the sample was chosen using simple random technique from the entire population of 153
teachers and 20 secondary school principals. From the population, 25 teachers and 3 principals were
selected. Research instruments used included the questionnaire which was self administered to the
selected teachers for completion and interviews were conducted with the principals of the selected
schools.
For the quantitative approach the sample was selected from 153 teachers in the secondary schools at
Greater Delareyville Area Office and only 25 teachers formed the sample.
In qualitative approach 3 principals were purposively selected and interviewed in depth from the
selected secondary schools. The views and experience of participants to this study were captured
through semi structured interviews.
The researcher analysed the quantitative data by using statistics, tables, frequency tables,
percentages and graphs. Tables and figures were used to present data. The Microsoft computer
software (SPSS,versionl9.0) was used to prepare tables and figures in this research. For the
qualitative approach, the researcher presented raw data as it was collected from the participants
during the interview. The researcher recorded the interviews and each recorded interview was
transcribed.
The empirical study of different schools was done about the challenges faced by the teachers during
the implementation of the National Curriculum Statement using observation, reflection journal and
document analysis.
The major findings showed that teachers were inadequately trained to implement the National
Curriculum Statement. Schools lack resources to make teaching and learning effective. There is also
lack of support for teachers from the Department of Education and the Subject Advisers lack
professional skills in helping teachers with the challenges they are facing.
The recommendations resulting from these findings were that well trained facilitators should be
appointed. More workshops and in-service training should be held in order to develop the teachers.
Laboratories and libraries should be built in schools in the rural areas to make teaching and learning
more effective. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/16155 |
| Date | January 2013 |
| Creators | Kodisang, T A |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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