Classroom managers implementing curriculum policy: the Life Orientation teacher.
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Date
2015
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Abstract
The rationale of the study was to examine the experiences of Life Orientation teachers during
curriculum implementation. The uniqueness of an efficient classroom manager is apparent and to
some extent obvious. However, what may not be clear is how you develop into an effective
classroom manager. Research evidence supports the assertion that good quality classroom
managers are made, not born. Effective classroom managers are teachers who can identify with
their learners and use definite teaching techniques. Education management is an organised, interconnected
process used by professionals who manage education and training at schools.
Leadership does not only involve the principal; teachers are leaders and managers of their own
classrooms. They must also ensure that all management tasks are implemented such as: planning,
organising, leading, controlling, monitoring and co-ordinating. School principals and school
management teams should be actively involved in the Life Orientation programmes. This study
provided valuable insight into the challenges experienced by the Life Orientation teacher and
further makes recommendations in order to improve on curriculum implementation within the
classroom. The theoretical framework for this study was based on Bronfenbrenner’s Ecosystemic
theory. According to this theory the Life Orientation teacher cannot teach this subject in
isolation. The micro, meso, macro and chrono systems have to be taken into consideration
during curriculum implementation.
This research was located within an interpretive paradigm and the methodology of this study was
qualitative in nature. Purposive sampling was used in order to nominate the two schools for this
study. The participants for this study consisted of two Life Orientation teachers from each school
and their Heads of Department responsible for this subject. The data collection involved semistructured
interviews with four Life Orientation teachers and two Heads of Department
members. During the deductive analysis process five themes emerged. The research findings
indicated that Life Orientation teachers experience various challenges during curriculum
implementation. Challenges ranged from teacher’s personal competencies, learners with learning
difficulties, problems with the Department not meeting the expected demands, lack of resources,
curriculum being too broad and the teaching of sensitive issues. This study further makes some
recommendations such as allowing teachers to become masters in Life Orientation
(allow teachers to teach the subject for more than three years), allocate the subject to teachers
who have a flair for the subject, try to attain help from the community, use the Health
Department facilities to come in and educate learners on sensitive topics, fundraising activities
could assist in generating sufficient income in order to purchase equipment. It was also
highlighted that any school can succeed if they have a strong School Management Team who can
assist and be able to support their teachers all the way.
Description
Master of Education in Educational Leadership, Management and Policy. University of KwaZulu-Natal, Edgewood 2015.
Keywords
Teacher participation in curriculum planning--South Africa., Classroom management--South Africa., Life skills--Curricula--South Africa., Theses--Education., Life orientation teachers.