The roles of teachers in fostering literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality
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Date
2025
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University of Zululand
Abstract
Acquiring literacy skills at the preschool level is closely linked to the roles of teachers in the classroom. Preschool teachers play a vital role in promoting literacy development in young children. The way teachers fulfil these roles can significantly influence a child's literacy skills, either positively or negatively. This descriptive phenomenological study explored how teachers foster literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality. Data was collected through in-depth face-to-face interviews with fifteen participants. The interviews were audio recorded and transcribed verbatim. Through thematic analysis, three main themes emerged: the roles of teachers in fostering literacy practices, the literacy practices fostered in the classrooms, and the challenges teachers face when fostering these practices. The study's findings revealed that the challenges experienced by preschool teachers stem from constraints related to materials, financial resources, and human resources. These challenges negatively impacted the fostering of literacy practices and the literacy outcomes of preschoolers. To address these issues, a practice model was developed to enhance the roles of teachers in fostering literacy practices in the classrooms. Implementing this model has the potential to revolutionize early literacy education by optimizing resource use, improving teaching strategies and bridging the literacy gap in preschool settings. It is imperative to reinforce the roles of teachers in fostering literacy practices in preschool classrooms to achieve improved literacy outcomes for all children.
Description
Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Social Science at the University of Zululand, South Africa [2025].