Managing Perceptions of Teachers to Changes in Grade 9 Economic and Management Sciences Curriculum, Mpumalanga Province, South Africa

Asian Journal of Education and Social Studies

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Field Value
 
Title Managing Perceptions of Teachers to Changes in Grade 9 Economic and Management Sciences Curriculum, Mpumalanga Province, South Africa
 
Creator Fakude, Zandile
Mdhlalose, Dickson
 
Description This study focused on understanding the perceptions of teachers to changes in Grade 9 Economic and Management Sciences curriculum, of the Malelane circuit in Mpumalanga Province, South Africa. The proposed research was carried out through a qualitative research method. A case study has been used. The case study method allowed the researchers to use multiple data collection methods to enhance the quality of the findings. In the case of this research, the researchers used interviews, lesson observations, and document review. Out of a population of 12 secondary schools at the Malelane circuit, 3 schools were conveniently sampled, out of the 3 schools, 3 participants were pulled, which was the principal, the Heads of Departments, and the Economic and Management Sciences teachers. Teachers were chosen on the basis that they were teaching Economic and Management Sciences for Grade 9. A non-probability sampling and purposeful convenient sampling was used. Lack of resources such as calculators, textbooks, workbooks, desks, lack of support from the government, chairs, overcrowded classes, changes in the curriculum and time allocation for Economic and Management Sciences subject are sources of teachers’ negative perceptions towards Economic and Management Sciences Curriculum for Grade 9. The teachers’ perceptions of Economic and Management Sciences made it clear that too much content was taught in 1 subject thus causing poor performance in Economic and Management Sciences for Grade 9. Fear of change leads teachers to have a negative perception and inappropriate behaviour.
 
Publisher SCIENCEDOMAIN international
 
Date 2021-12-13
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier http://journalajess.com/index.php/AJESS/article/view/30573
10.9734/ajess/2021/v24i230573
 
Source Asian Journal of Education and Social Studies; 2021 - Volume 24 [Issue 2]; 13-27
2581-6268
 
Language eng
 
Relation http://journalajess.com/index.php/AJESS/article/view/30573/57330
http://journalajess.com/index.php/AJESS/article/view/30573/57331
 
Rights Copyright (c) 2021 Fakude and Mdhlalose; This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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