Exploring secondary (9, 10 & 11) Mathematics and Science teachers’ usage of the curriculum tracker in Pinetown and King Cetshwayo Districts.

Abstract

In this study, the researcher explored secondary (9, 10 & 11) Mathematics and Science teachers’ usage of the curriculum tracker in Pinetown and King Cetshwayo districts. This study aimed at gaining a better understating of the usage of curriculum tracker in secondary schools. In 2015 curriculum tracker was introduced in two districts Pinetown and King Cetshwayo for the purpose of assisting teachers in curriculum coverage and for HODs to have a professional conversation with teachers. Therefore, the researcher decided to carry out this study to explore the usage of the curriculum tracker in secondary schools. Focus was on grades 9, 10 and 11. This study is qualitative and was carried out in six schools, three from Pinetown and three from King Cetshwayo district. Primary data was collected from mathematics and science teachers and from HODs through semi-structured interviews and secondary data was collected by PILO coaches in 2015 and 2016. The study is underpinned by the Whole Teacher Approach, which explores the teacher attitude, skills and practices of using the curriculum tracker. It was discovered in this study that the teachers were using the curriculum tracker but still lacked the knowledge and purpose of the curriculum tracker. During the interviews it was noted the teachers’ attitudes towards the curriculum tracker played a crucial role in either usage or non-usage. Most of the teachers that participated in this study felt that the curriculum tracker increased the paper work. However, the responses from teachers and HODs assisted the researcher in identifying the enabling factors and challenges associated with the curriculum tracker. The study concludes that HODs have knowledge of the curriculum tool and some are utilising the curriculum tool to track curriculum coverage in the success as compared to maths. Although the tools were used to track curriculum coverage there was lack of evidence showing of professional conversation taking place between teachers and HODs. The study also advances several recommendations for the teachers, HODs and as well as the department of education. The study recommends that the head of departments and teachers in the schools must be given enough support to implement Jiki imfundo successful in the schools.