Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum

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dc.contributor.advisor Onwu, Gilbert O.M. en
dc.contributor.postgraduate Mthethwa, Eunice Khetsiwe en
dc.date.accessioned 2013-09-07T06:02:10Z
dc.date.available 2008-08-04 en
dc.date.available 2013-09-07T06:02:10Z
dc.date.created 2008-04-15 en
dc.date.issued 2008-08-04 en
dc.date.submitted 2008-07-21 en
dc.description Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. en
dc.description.abstract In this study the mixed methods research design was used to determine the knowledge, attitudes, and practices of secondary school science teachers in the implementation of the new Swaziland Junior Secondary Science Curriculum (SJSSC). The interactions between the teachers’ knowledge, attitudes, and classroom practices were also investigated. A total of 37 Form-1 Science teachers from 20 purposively selected schools in the Manzini region of Swaziland participated in the study. The 20 schools were located in urban, peri-urban and rural settings. The teachers responded to a survey questionnaire and a few selected teachers were interviewed and then observed teaching the new curriculum in their classrooms. The data for the study were analysed using both quantitative and qualitative techniques. The findings for the study showed that teachers generally have good basic knowledge of the curriculum. A majority hold positive attitudes towards it. However, the classroom practices for almost all the teachers are inconsistent with the requirements and demands of the curriculum. Generally, the teachers’ knowledge was not transferred to their classroom practices largely because factors such as inadequate school physical resources, large class sizes, and traditional teaching methods appeared to still influence the classroom practices and mediate the relationship between the teachers’ knowledge and their classroom practices. en
dc.description.availability unrestricted en
dc.description.department Curriculum Studies en
dc.identifier.citation a 2007 E929 en
dc.identifier.other /ag en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-07212008-083255/ en
dc.identifier.uri http://hdl.handle.net/2263/26476
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © University of Pretoria 2007 E929 / en
dc.subject Knowledge en
dc.subject Attitudes en
dc.subject Classroom practices en
dc.subject Mixed methods en
dc.subject UCTD en_US
dc.title Teacher knowledge, attitudes and practices in the implementation of the new Swaziland junior secondary science curriculum en
dc.type Dissertation en


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