Transformation of teaching quality in secondary school education : teachers’ conception

• Published in: Perspectives in education Vol. 35; no. 2; pp. 60 - 72
• Main Authors: Adu, E.O, Ojo, O.A
• Format: Journal Article
• Language: English
• Published: Bloemfontein University of the Free State 01-01-2017; University of the Free State Faculty of Education; University of the Free State, Faculty of Education
• Subjects: Budgets; Case Studies; Conception; Content Analysis; Credibility; Data Analysis; Developing countries; Economic Development; Education; Educational Change; Educational Quality; Faculty Development; Foreign Countries; Infrastructure; Interview; LDCs; Learning; Learning Processes; Lifelong Learning; Negative Attitudes; Pedagogy; Policy making; Quality; Quality of education; Role of Education; School Districts; Secondary Education; Secondary School Students; Secondary School Teachers; Secondary schools; Semi Structured Interviews; Teacher Attitudes; Teacher Qualifications; Teacher Responsibility; Teacher Role; Teachers; Teaching; Teaching Methods; Transformation; Work skills; Workshops; South Africa; New York; United States > US; Tanzania
• ISSN: 0258-2236; 2519-593X
• DOI: 10.18820/2519593X/pie.v35i2.5

Teaching is a versatile and valued exercise that is geared towards bringing about achievement in students’ learning. In view of the importance of teaching, there is need for it to be effective and of good quality. Education in secondary school within South Africa is seen as an imperative sub-sector in the educational system that aids the growth of the economic system through transformation. Although, there are various transformational systems to improve teaching quality in education, it is generally believed that there is no common agreement on what transformation systems entail in secondary school education in developing nations. This study investigates the perceptions of teachers in the transformation of teaching quality education in secondary schools. Eight teachers were selected from four secondary schools in the East London Education District in South Africa. The respondents varied in gender, age, years of teaching experience, academic qualifications and professional qualifications. The study used semi-structured interviews to gather data. A thematic approach was used for data analysis while trustworthiness was adopted for the validity of the instrument. The findings revealed that some of the teachers were aware of the need for transformation to improve the secondary school education system in South Africa. However, it was noticed that there was no adequate training and monitoring on the use of infrastructure. In addition, the findings further indicated that some teachers have a negative perception toward any additional role in transforming and improving the quality of teaching. Furthermore, the findings also indicated that transformation in teaching should be the responsibility of the government and head of schools. In light of this, the study recommended that policy makers should increase the budget on secondary school education as well as monitor the process of implementation to achieve the desired goal. Moreover, there should be regular effective training and workshops for teachers in secondary schools to remind them of their roles and responsibilities in teaching.