Teachers' understanding and experiences of the Gauteng Primary Schools Literacy and Mathematics Strategy

Abstract

Post 1994 policies failed to positively influence teaching and learning in most South African schools. The poor performance of learners from township schools in national and international tests prompted the Gauteng Department of Education (GDE) to take proactive steps to address the issue of chronic learner underperformance in literacy. Hence the Gauteng Primary Schools‟ Literacy and Mathematics Strategy was developed and introduced to 792 underperforming schools in the province. Teachers were then orientated and trained to teach literacy according to the requirements of the strategy (GPLMS). The GPLMS entailed providing teachers with continuous guidance and support from coaches. Schools received access to structured lesson plans, learning materials, regular support, Department of Basic Education workshops and a phonic plan. This study set out to investigate how Grade 3 teachers in three selected underperforming schools understood and experienced the Gauteng Primary Schools Literacy and Mathematics Strategy (GPLMS). The sub-questions that guided the study were:  What are the policy, curriculum requirements and components of GPLMS?  How are the perceptions and experiences of teachers in underperforming schools influenced by the implementation of literacy according to the requirements of GPLMS?  What is the relationship between policy, curriculum provision and educational practices regarding GPLMS? The investigation followed a qualitative case study research approach. The Concerns Based Adoption Model guided the investigation on how teachers understand and experience GPLMS. Data were collected through individual interviews, observation of literacy lessons and the Professional Learning Group (PLG) sessions. The results revealed that teachers were interested in the strategy from the onset. Teachers showed commitment, dedication and enthusiasm by actively participating in the well- planned in-service training including the PLG sessions. A close relationship was forged between teachers and coaches. The guidance and support by coaches and regular supply of resources enabled teachers and learners to benefit from the strategy. The teachers acquired knowledge and skills from in-service training and applied the new knowledge effectively in the classroom. The competent use of GPLMS resources to teach literacy effectively improved teachers‟ attitudes, professional identity as well as learner performance in the Annual National ABSTRACT Assessment (ANA). The study concluded with recommendations promoting included the incorporation of coaches by the Department of Basic Education in order to provide teachers with valuable support, guidance and insight into the teaching of literacy.