Subject Advisers’ Perception of Curriculum Delivery in the Intermediate Phase in South Africa
- 8 Downloads
The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers’ familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated.
KeywordsCurriculum Curriculum change Curriculum delivery Subject advisers
No funding was received for this research; it was personally funded by authors.
Compliance with Ethical Standards
Conflict of interest
There is no conflict of interest among authors.
Informed consent form was duly completed by participants.
- Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106–107.Google Scholar
- Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Revised ed.). New York, Rowman & Littlefield.Google Scholar
- Delius, P., & Schirmer, S. (2001). Towards a workable rural development strategy. TIPS Working Paper 3, University of Witwatersrand.Google Scholar
- Department of Education (Curriculum News). (2011). Improving the quality learning of teaching, strengthening curriculum delivery from 2010 and beyond. South Africa: Department of Education (Curriculum News).Google Scholar
- Du Plooy-Cilliers, F., Davis, C., & Bezuidenhout, R. (2014). Research matters. South Africa: JUTA.Google Scholar
- Hutt, L. E., & Tang, A. (2013). The new education malpractice litigation. Virginia Law Review, 99(3), 420–440.Google Scholar
- Khousa, G. (2013). Systemic school improvement interventions in South Africa: Some practical lessons from development practitioners. Johannesburg: African Minds for JET Education Services.Google Scholar
- Kumar, R. (2014). Research methodology: A step by step guide for beginners. Thousand Oaks: Sage.Google Scholar
- Lizer, T. L. (2013). The impact of the curriculum change in the teaching and learning of science: A case study in under-resourced schools in Vhembe District. Pretoria: University of South Africa.Google Scholar
- Molapo, M. R. (2016). How educators implement curriculum changes. Pretoria: University of Pretoria.Google Scholar
- Nel, P., Nel, L., & du Plessis, A. (2011). Implications for human resources and employment relations practice with regards to the integration of corporate ethics programmes into the culture of organisations. International Employment Relations Review., 17(2), 121–132.Google Scholar
- Ornsteins, A. C., & Hunkins, P. F. (2009). Curriculum: foundations, principles and issues (5th ed.). New York: Pearson Education.Google Scholar
- Snyder, R. R. (2017). Resistance to change among veteran teachers: Providing voice for more effective engagement international. Journal of Educational Leadership Preparation, 12(1), 2155–9635.Google Scholar
- Tanja, C., & Hannum, S. E. (2009). Teacher professional learning communities in resource-constrained primary schools in rural China. SAGE Journals, 3(3), 312–325.Google Scholar
- Uleanya, C., & Gamede, B. T. (2018). Correlates of pedagogic malpractices. The Independent Journal of Teaching and Learning (The IJTL), 13(2), 36–52.Google Scholar
- Uleanya, C., Rugbeer, Y., & Duma, M. A. N. (2018). Localizing educational curriculum of tertiary institutions: Approach to sustainable development. Journal of Entrepreneurship Education, 21(1), 100–121.Google Scholar