“There isn’t much support given”: Rural teachers’ perception of curriculum implementation

The schools in rural areas of the Northern Cape province in South Africa face many challenges that hamper the effective implementation of the mathematics curriculum and, as such, the quality of mathematics education and its learning outcome. To improve the situation, rural teachers should be support...

Full description

Saved in:
Bibliographic Details
Main Authors: Kevin L. Teise, Redouane Y. Februarie
Format: Article
Language:English
Published: Institute of Industry and Academic Research Incorporated 2024-12-01
Series:International Journal of Educational Management and Development Studies
Subjects:
Online Access:https://iiari.org/journal_article/there-isnt-much-support-given-rural-teachers-perception-of-curriculum-implementation/
Tags: Add Tag
No Tags, Be the first to tag this record!
_version_ 1832583353569640448
author Kevin L. Teise
Redouane Y. Februarie
author_facet Kevin L. Teise
Redouane Y. Februarie
author_sort Kevin L. Teise
collection DOAJ
description The schools in rural areas of the Northern Cape province in South Africa face many challenges that hamper the effective implementation of the mathematics curriculum and, as such, the quality of mathematics education and its learning outcome. To improve the situation, rural teachers should be supported to ensure the successful implementation of the grade 9 mathematics curriculum, in particular. Such support would enable teachers to, despite the challenges, create an effective teaching and learning environment that will positively impact learner success. In this article, we report on rural teachers’ perceptions of the nature and extent of support they need and receive to implement the grade 9 mathematics curriculum effectively. We followed a qualitative approach guided by a case study design. Data were collected through semi-structured interviews with six grade 9 mathematics teachers from the Northern Cape province and were analysed thematically. Findings revealed that whilst some level of support is provided to the teachers, this is insufficient and often irrelevant to the rural education context. Some recommendations are made to enhance the extent and nature of support to the teachers to implement the mathematics curriculum effectively.
format Article
id doaj-art-40fb87757ba84087b7472b9455129d50
institution Kabale University
issn 2719-0633
2719-0641
language English
publishDate 2024-12-01
publisher Institute of Industry and Academic Research Incorporated
record_format Article
series International Journal of Educational Management and Development Studies
spelling doaj-art-40fb87757ba84087b7472b9455129d502025-01-28T16:35:08ZengInstitute of Industry and Academic Research IncorporatedInternational Journal of Educational Management and Development Studies2719-06332719-06412024-12-0154234010.53378/ijemds.353111“There isn’t much support given”: Rural teachers’ perception of curriculum implementationKevin L. Teise0Redouane Y. Februarie1Sol Plaatje University, Kimberley, South AfricaSol Plaatje University, Kimberley, South AfricaThe schools in rural areas of the Northern Cape province in South Africa face many challenges that hamper the effective implementation of the mathematics curriculum and, as such, the quality of mathematics education and its learning outcome. To improve the situation, rural teachers should be supported to ensure the successful implementation of the grade 9 mathematics curriculum, in particular. Such support would enable teachers to, despite the challenges, create an effective teaching and learning environment that will positively impact learner success. In this article, we report on rural teachers’ perceptions of the nature and extent of support they need and receive to implement the grade 9 mathematics curriculum effectively. We followed a qualitative approach guided by a case study design. Data were collected through semi-structured interviews with six grade 9 mathematics teachers from the Northern Cape province and were analysed thematically. Findings revealed that whilst some level of support is provided to the teachers, this is insufficient and often irrelevant to the rural education context. Some recommendations are made to enhance the extent and nature of support to the teachers to implement the mathematics curriculum effectively.https://iiari.org/journal_article/there-isnt-much-support-given-rural-teachers-perception-of-curriculum-implementation/teacher supportrural educationcurriculum implementationgrade 9 mathematics educationnorthern cape province
spellingShingle Kevin L. Teise
Redouane Y. Februarie
“There isn’t much support given”: Rural teachers’ perception of curriculum implementation
International Journal of Educational Management and Development Studies
teacher support
rural education
curriculum implementation
grade 9 mathematics education
northern cape province
title “There isn’t much support given”: Rural teachers’ perception of curriculum implementation
title_full “There isn’t much support given”: Rural teachers’ perception of curriculum implementation
title_fullStr “There isn’t much support given”: Rural teachers’ perception of curriculum implementation
title_full_unstemmed “There isn’t much support given”: Rural teachers’ perception of curriculum implementation
title_short “There isn’t much support given”: Rural teachers’ perception of curriculum implementation
title_sort there isn t much support given rural teachers perception of curriculum implementation
topic teacher support
rural education
curriculum implementation
grade 9 mathematics education
northern cape province
url https://iiari.org/journal_article/there-isnt-much-support-given-rural-teachers-perception-of-curriculum-implementation/
work_keys_str_mv AT kevinlteise thereisntmuchsupportgivenruralteachersperceptionofcurriculumimplementation
AT redouaneyfebruarie thereisntmuchsupportgivenruralteachersperceptionofcurriculumimplementation