Challenges Faced by Accounting Teachers Towards, Curriculum Implemention in a Context of Change in Schools in Umlazi District in South Africa.
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Date
2021
Authors
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Journal ISSN
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Publisher
Univeristy of Zululand
Abstract
This study engaged on the persistent challenges faced by teachers on Accounting
curriculum implementation due to the ever-evolving curriculum since the introduction
of a democratic state in South Africa. This study ought to achieve the following
objectives: (a) to determine the challenges of implementing the Accounting curriculum
in high schools in Umlazi district; (b) to investigate teaching methods and strategies
used by Accounting teachers in implementing curriculum; (c) to develop a teaching
model that may be used to improve the implementation of the Accounting curriculum.
Furthermore, this study was underpinned by Piaget’s theory of cognitive development
(1927), transformation theory by Dirac (1936) and Maslow’s theory of motivation
(1943). The study adopted a qualitative case study design within an interpretivist
paradigm. Through purposive sampling, seventeen Accounting teachers and five
principals were selected from seventeen township schools which represented (10%)
of schools offering Accounting in Umlazi District. Semi-structured interviews and
document analysis were used to collect data. Data was analysed using thematic
content analysis which is mostly used in qualitative research studies. The findings
revealed that many Accounting teachers have not adapted to the pedagogical content
of the new curriculum due to the numerous fundamental challenges. The study
revealed these challenges to be: consequence of lack of supervision by the school
management team (SMT) and subject advisors. The study recommended amongst
others, that the department of education to consider reviewing Curriculum and
Assessment Policy Statement (CAPS) with regards to Economic and Management
Sciences (EMS) in General Education and Training (GET) phase and make
Accounting a stand-alone subject; the department of basic education to work in
collaboration with the department of higher education to review Accounting and
Mathematics as subject combinations into Accounting and Mathematical Literacy;
Accounting textbooks to be reviewed and present content that is in line with
Accounting developments and technology in the real world.
Keywords: Curriculum Change, curriculum implementation, transformation.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Doctor of Philosophy in the Department of Curriculum and Instructional Management at the University of Zululand, South Africa, 2021.
Keywords
Curriculum Change, Curriculum implementation, Transformation