Secondary school teachers’ perspectives on pace setting for content coverage and quality teaching and learning in King Cetshwayo

This study investigates teachers’ perspectives on the pace setters used to monitor curriculum coverage; the challenges teachers face in implementing these pace setters; the coping mechanisms they use to ensure quality teaching and learning while adhering to the pace setters; and the support available to teachers who have to maintain standards while moving through the curriculum at a rapid rate, set by the pace setters. The study was located within an interpretive paradigm and adopted a qualitative methodology and a multiple case study design, targeting teachers and Heads of Departments in the Further Education Training Phase (Grades 10–12). Locke’s (1968) goal setting theory and Gross, Giacquinta and Bernstein’s (1971) curriculum implementation theory were used as a theoretical framework for the study. Data was gathered through semi-structured interviews in the form of focus group discussions and one-on-one sessions. The study involved the purposive sampling of 18 teachers and six Heads of Departments from six schools in King Cetshwayo District in KwaZulu-Natal, South Africa.The findings reveal that most participants struggle to grasp the multidimensional aspect of quality teaching and learning, thus they seemed to neglect other crucial elements. Moreover, the study highlights that the pace at which teachers are required to complete the curriculum does not contribute to a high standard of teaching and learning; instead, it hinders it. The pressure to keep up the pace often leads to compromising the quality of teaching. To cope with the challenges imposed by pace setters and meet policy demands, teachers adopt various coping mechanisms, such as offering classes before and after school, at weekends and during holidays. Furthermore, the study reveals that teachers receive minimal support from the Department of Basic Education in dealing with the challenges of pace setters. The findings highlight the need for more comprehensive teacher support and professional development for the effective implementation of the pace setters, and for some degree of curriculum differentiation based on school contexts. Addressing these challenges could lead to improvements in curriculum coverage and ultimately enhance the overall quality of education. This study proposes a model for enhanced quality teaching and learning and full curriculum coverage which could be implemented for effective pace setting in secondary schools. Further research and policy adjustments are recommended to align pace setters with the needs and realities of the educational setting.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2023

Author dc:creator

• Mngomezulu, Gladys Phumzile

Licence

• https://uzspace.unizulu.ac.za/bitstreams/82a8b45e-82bf-4ff7-a2e5-ed4a50860bd6/download