Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017 / This study aimed at exploring the experiences of Social Sciences teachers in secondary
schools with regard to the implementation of the evolving curriculum policies in schools.
In order for the study to be successful, a comprehensive literature review was done, and
not only teachers, but also Curriculum advisors and circuit managers were selected and
interviewed for the researcher to gain insight of the daily experiences in schools as they
work with teachers on daily basis. The interviewees were from the Capricorn District in
Mankweng circuit.
The researcher used data collection instruments in a form of questerviews and
individual interviews. The instruments were guided by the objectives of the study. The
sampling was made in this cluster taking into cognisance its vastness, since it consists
of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo
Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The
study focused on the chosen high schools which comprised 2 schools per circuit and a
minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit
manager and curriculum advisor were also interviewed in the study.
The study’s findings revealed that there is a lack of thorough training. This is in spite of
the fact that the department hosts a series of briefings which do not seem to achieve the
expected outcomes due to the limited time allocated. In the view of teachers, training
serves as a cornerstone for the implementation of the curriculum policies. Findings also
showed that teachers were overloaded due to low enrolment as many children prefer
schools with a good infrastructure which many rural schools lack. Poor enrolment
results in limited teachers who are overloaded as they end up having to teach many
subjects. Since teachers are partners in education, the study made recommendations
that teachers be given enough training to overcome implementation challenges.
Teachers should also further their studies in order to improve their knowledge regarding
curriculum changes. The universities should also serve as partners in empowering
teachers with policy developments. Lastly, teachers should be assessed more often on
curriculum policies to avoid the incorrect implementation of policies
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/1998 |
| Date | January 2017 |
| Creators | Maepa, Malesela Matthews |
| Contributors | Singh, R. J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | x, 145 leaves |
| Relation |
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