Challenges Faced by Accounting Teachers Towards, Curriculum Implemention in a Context of Change in Schools in Umlazi District in South Africa.
| dc.contributor.author | Msomi, Xolisile Adelaide | |
| dc.date.accessioned | 2023-03-14T10:08:45Z | |
| dc.date.available | 2023-03-14T10:08:45Z | |
| dc.date.issued | 2021 | |
| dc.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. | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/2173 | |
| dc.language.iso | en | en_US |
| dc.publisher | Univeristy of Zululand | en_US |
| dc.subject | Curriculum Change | en_US |
| dc.subject | Curriculum implementation | en_US |
| dc.subject | Transformation | en_US |
| dc.title | Challenges Faced by Accounting Teachers Towards, Curriculum Implemention in a Context of Change in Schools in Umlazi District in South Africa. | en_US |
| dc.type | Thesis | en_US |
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