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Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit

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dc.contributor.advisor Van den Berg, Geesje Ramabulana, Nthatheni Simon 2018-03-15T07:37:02Z 2018-03-15T07:37:02Z 2017-11
dc.identifier.citation Ramabulana, Nthatheni Simon (2017) Teachers’ perceptions of the implementation of the curriculum assessment policy, University of South Africa, Pretoria, <>
dc.description.abstract The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area. The research was performed with a sample of purposively selected participants, namely the principal, one Head of Department, and four teachers. Semi-structured interviews, observation and document analyses were the methods of data collection. Document analysis was used to corroborate the data collected through observation and interviews. The findings indicated that teachers were not ready to accept and implement the new curriculum. Although the findings highlighted the differences in their knowledge regarding the introduction of CAPS, they shared the same sentiments regarding the interpretation and understanding of CAPS content and components. Furthermore, this study revealed that some encounters impeded teachers from successfully implementing the CAPS. It was clear that teachers required comprehensive orientation and further training on the subject, as well as relevant teaching and learning support material, support and frequent monitoring, proper infrastructure, and a conducive teaching and learning environment. The findings highlighted that without the mentioned challenges, it was not possible to successfully implement CAPS. Based on the findings from interviews, observations and document analysis, the study made the following recommendations: in order to ensure effective CAPS implementation, the Department of Education and curriculum designers have to consult widely and involve teachers and parents during the planning phase. In addition, teacher development has to be a priority in the process of introducing every new curriculum, and teachers need to be monitored and supported in order to enhance the quality of teaching and learning. en
dc.format.extent 1 online resource (x, 115 leaves) en
dc.language.iso en en
dc.subject Curriculum and Assessment Policy Statement en
dc.subject Teachers’ perceptions en
dc.subject Teacher knowledge en
dc.subject National Curriculum Statement en
dc.subject Curriculum implementation en
dc.subject Critical emancipatory research en
dc.subject Teacher development en
dc.subject.ddc 372.190968257
dc.subject.lcsh Curriculum change -- South Africa -- Nzhelele -- Case studies en
dc.subject.lcsh Education, Elementary -- Curricula -- South Africa -- Nzhelele -- Case studies en
dc.subject.lcsh Elementary school teachers -- South Africa -- Nzhelele -- Attitudes -- Case studies en
dc.subject.lcsh South Africa. Department of Education. Curriculum assessment and policy statement en
dc.title Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit en
dc.type Dissertation en
dc.description.department Curriculum and Instructional Studies en M. Ed. (Curriculum Studies)

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