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

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.