article · The Independent Journal of Teaching and Learning
Constant curriculum changes and ongoing crises in South African education place substantial pressure on educators. A qualitative investigation using a grounded theory approach explored the everyday difficulties confronting teachers within this school environment. The study collected evidence through multiple case studies, conducting semi-structured individual interviews with 12 heads of department and six focus group interviews with teachers. Findings identified several prominent challenges, notably recurrent curriculum change, the medium of instruction, overcrowded classrooms, learner discipline, and a deficit of essential resources. These outcomes highlight the practical implications for stakeholders, emphasising the necessity of providing adequate educator support and managing the rollout of any new curriculum.
Identifying the day-to-day pressures teachers face is essential for educational leaders and policymakers. By clarifying how overcrowded classrooms, resource shortages, and language issues disrupt instruction, stakeholders can design realistic support interventions that help stabilise schools and prevent teacher burnout during policy transitions.
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The ongoing crisis in South African education and constant curriculum changes puts strain on school teachers. This article focuses on the challenges confronting teachers in the South African schooling context. The methodology of grounded theory has great potential to contribute to our understanding of challenges within particular substantive contexts. In order to understand the key challenges experienced in South African schools, a qualitative research approach was employed as the best option for the collection of relevant data. Multiple case studies were undertaken, using semi-structured individual interviews with 12 heads of departments and six focus group interviews with teachers. Results revealed inter alia challenges such as curriculum change, medium of instruction, overcrowded classrooms, discipline and lack of resources. Implications for stakeholders regarding support and the implementation of any new curriculum were pointed out.
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DOI: 10.17159/cv8gfx71
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