The schools in rural areas of the Northern Cape province in South Africa face many challenges that hamper the effective implementation of the mathematics curriculum and, as such, the quality of mathematics education and its learning outcome. To improve the situation, rural teachers should be supported to ensure the successful implementation of the grade 9 mathematics curriculum, in particular. Such support would enable teachers to, despite the challenges, create an effective teaching and learning environment that will positively impact learner success. In this article, we report on rural teachers’ perceptions of the nature and extent of support they need and receive to implement the grade 9 mathematics curriculum effectively. We followed a qualitative approach guided by a case study design. Data were collected through semi-structured interviews with six grade 9 mathematics teachers from the Northern Cape province and were analysed thematically. Findings revealed that whilst some level of support is provided to the teachers, this is insufficient and often irrelevant to the rural education context. Some recommendations are made to enhance the extent and nature of support to the teachers to implement the mathematics curriculum effectively.
teacher support, rural education, curriculum implementation, grade 9 mathematics education, Northern Cape province
Kevin L. Teise. Corresponding author. Sol Plaatje University, Kimberley, South Africa. Email: kevin.teise@spu.ac.za
Redouane Y. Februarie. Sol Plaatje University, Kimberley, South Africa. Email: redouanefebruarie@gmail.com
Burns, K. (2019). Rural teachers’ perceptions of collaboration and professional growth in mathematics (Unpublished PhD dissertation). California: University of the Pacific.
Chakanika, W., Sumbwa, P., and Sichula, N. (2012). The challenges of rural education in Africa. South Africa Rural Educator, 2(1): 6-17.
DBE Department of Basic Education (2013). Policy on the organisation, roles and responsibilities of education districts. Government Gazette No. 36324. Pretoria: Government Printers.
DoE Department of Education. (1998). Terms and conditions of employment of teachers determined in terms of section 4 of the Employment of Teachers Act, 1998 (Personnel Administrative Measures (PAM). Pretoria: Department of Education.
Du Plessis, P. (2014). Problems and complexities in rural schools: Challenges of education and social development. Mediterranean Journal of Social Sciences, 5(20): 1109-1116. https://doi.org/10.5901/mjss.2014.v5n20p1109
Du Plessis, P. & Mestry, R. (2019). Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1), 1774-1783. https://doi.org/10.15700/saje.v39ns1a1774
Fullan, M. (2015). The new meaning of educational change, fifth edition. Teachers College Press.
Govender, S. (2018). South African teachers’ perspectives on support received in implementing curriculum changes. South African Journal of Education, 38(2), 1484-1496. https://doi.org/10.15700/saje.v38ns2a1484
Huizinga, T., Handelzalts A., Nieveen, N. & Voogt, J. (2014). Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. https://doi.org/10.1080/00220272.2013.834077
John Taolo Gaetsewe (JTG) (2022). Annual Report, 2021/2022. Vol. 1. Kuruman: John Taolo Gaetsewe District Municipality.
Madondo, F. (2021). Perceptions on curriculum implementation: A case for rural Zimbabwean early childhood development teachers as agents of change, Journal of Research in Childhood Education, 35(3), 399-416. https://doi.org/10.1080/02568543.2020.1731024
Mafora, P. & Phorabatho, T. (2013). Curriculum change implementation: Do secondary schools principals manage the process? The Anthropologist, 15(2), 117–124. https://doi.org/10.1080/09720073.2013.11891298
Maharajh, L., Nkosi, T. & Mkhize, M. (2016). Teachers’ experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS) in three primary schools in KwaZulu Natal. Africa’s Public Service Delivery & Performance Review, 4(3): 371-388. https://doi.org/10.4102/apsdpr.v4i3.120
Mandukwini, N. (2016). Challenges towards curriculum implementation in high schools in Mount Fletcher District, Eastern Cape (Masters dissertation). Johannesburg: University of South Africa.
Maphalala, M.C. (2006). Educators’ experiences in implementing the revised national curriculum statement in the Get Band. Doctoral dissertation.
Maree, K. (Ed). (2019). First steps in research. 3rd ed. Pretoria: Van Schaick.
Mbanjwa, H. (2014). The role of subject advisors in strengthening teacher instructional leadership practices: A case study of one education district office in Kwazulu-Natal (Masters dissertation). Kwazulu-Natal: University of Kwazulu-Natal.
Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-16. https://doi.org/10.15700/saje.v37n1a1334
Mitchell, B. (2016). Curriculum construction and implementation. International Journal of Liberal Arts and Social Science, 4(4), 45-53.
Modisaotsile, B. (2012). The failing standard of basic education in South Africa. Policy Brief, Africa Institute of South Africa, Briefing No. 72. Africa Institute of South Africa.
Mukeredzi, T. (2013). Professional development through teacher roles: Conceptions of professionally unqualified teachers in rural South Africa and Zimbabwe. Journal of Research in Rural Education, 28(11), 1-16.
Muremela, G., Kutame, A., Kapueja, I. & Adigun, O., (2021). Retaining scarce skills teachers in a South African rural community: an exploration of associated issues. African Identities, 21(4): 743-759. https://doi.org/10.1080/14725843.2021.1965864
Mutambara, D. & Bayaga, A. (2020). Rural-based science, technology, engineering and mathematics teachers’ and learners’ acceptance of mobile learning. South African Journal of Information Management, 22(1), 1-10. https://doi.org/10.4102/sajim.v22i1.1200
Nel, B. (2021). Using a community of practice strategy to strengthen teaching and learning of mathematics in rural areas. In Mathematics Teaching and Professional Learning in sub-Sahara Africa,31-44. https://doi.org/10.1007/978-3-030-82723-6_3
Nevenglosky, E. (2018). Barriers to effective curriculum implementation (Unpublished PhD dissertation). Walden: Walden University.
Nkambule, T. (2022). Exploring working conditions in selected rural schools: teachers’ experiences. South African Journal of Education, 42(1): 1-9. https://doi.org/10.15700/saje.v42n1a2013
Oxford English Dictionary (2010). Oxford: Clarendon.
Reddy, V., Winnaar, L., Arends, F., Juan, A., Harvey, J., Hannan, S. & Isdale, K. (2022). The South African TIMSS 2019 grade 9 results. HSRC Press.
Roehrig, G. & Kern, A. (2007). Teacher and school characteristic and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7): 883- 907. https://doi.org/10.1002/tea.20180
Rogan, J.M. & Grayson, D.J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25(10), 1171–1204. https://doi.org/10.1080/09500690210145819
Rusman, M. (2015). Curriculum implementation at elementary schools: A study on “best practices” done by elementary school teachers in planning, implementing, and evaluating the curriculum. Journal of Education and Practice, 6(21), 106–112.
Shikalepo, E. (2020). Challenges facing teaching at rural schools: A review of related literature. International Journal of Research and Innovation in Social Science, 4(5), 211-218.
Smith, W., Lewis, W. & Heaton, R. (2013). Ensuring mathematical learning in rural schools. Great Plains Research: A Journal of Natural and Social Sciences, 23(3), 185-197. https://digitalcommons.unl.edu/greatplainsresearch/1274
Taole, M. (2015). Towards a meaningful curriculum implementation in South African schools: senior phase teachers’ experiences. Africa Education Review, 12(2): 266-279. https://doi.org/10.1080/18146627.2015.1108005
Tatana, S. (2014). The role of subject advisors in enhancing instructional leadership practices in schools: The case of one education district in Kwazulu-Natal (Masters dissertation). Kwazulu-Natal: University of Kwazulu-Natal.
Yan, C. (2014). “We can’t change much unless the exams change”: Teachers’ dilemmas in the curriculum reform in China. Improving Schools, 18(1), 5–19. https://doi.org/10.1177/1365480214553744
Cite this article:
Teise, K.L. & Februarie, R.Y. (2024). “There isn't much support given”: Rural teachers’ perception of curriculum implementation. International Journal of Educational Management and Development Studies, 5(4), 23-40. https://doi.org/10.53378/ijemds.353111
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.