Professional development of teachers for effective curriculum implementation in selected primary schools in the Johannesburg North district in Gauteng province

Abstract

The study investigated how teachers in Gauteng province are developed and empowered to implement the curriculum in the classes in the Johannesburg North district. It was conducted in pursuit of reality from teachers as implementers of curriculum to get their views and experiences on the issue of professional development and support given to them during curriculum implementation. The study further explored the professional development that could benefit teachers as implementers during the curriculum implementation. This qualitative case study was conducted in two primary schools in Johannesburg North (JN) district in Gauteng Province. A total of eight teachers from two schools were selected using maxim variable sampling. The data was collected using focus groups, telephonic interviews, observation and document analysis. Two focus groups took part in telephonic interview discussions. The subject meeting observation was one of the data collection methods when teachers were trained for 2021 school readiness programmes. The teachers’ documents, Annual Assessment Plans (AAPs) and Annual Teachers’ Plans (ATPs), were analysed to collect data. The findings revealed that the professional development of teachers is not adequate to cater for all information needed by teachers during curriculum implementation. The findings further revealed that due to the limited time allocated for the professional development of teachers, they are left with limited and unclear information to pass to learners during the curriculum implementation. The findings highlighted that teachers rarely get professional development. Most of them opt for professional development whereby teachers further their studies to upgrade their skills and keep themselves up-to-date with what is happening. Teachers were asked about the kinds of professional development programmes that cater for their needs. The participants highlighted that they need counselling programmes that look at implementing inclusive education and dealing with socioeconomic programmes such as children who are orphans, child-headed homes, and abused children, as well as identifying learners’ potential skills. The participants further highlighted that sometimes programmes are done after work, with the workload of teachers it is very difficult for teachers to get there on time due to traffic and time scheduled for the training.