Language and mathematics primary school teachers' perceptions of the Curriculum and Assessment Policy Statement

Abstract

This study investigated Language and Mathematics primary school teachers' perceptions of the Curriculum and Assessment Policy Statement on their self-efficacy. It was based on the recent curriculum change in South Africa after several revisions post 1994. A mixed methods approach was used in the study and triangulation of data collection instruments, namely, questionnaire and interview schedules were also utilised in this study. Questionnaires were used to collect data from 137 primary schools Foundation Phase teachers as they were the first implementers of CAPS in 2012. Ten teachers were interviewed, five of whom were Heads of Departments. Banduras' theory of Social Cognition underpinned the study with an emphasis on self-efficacy of teachers in the face of changes that continuously take place within the education system. One of the findings of the study was that the contributions of teachers toward curriculum revisions were not recognised, but they were expected to implement change, even though as the study revealed, training was ineffective. CAPS has increased teachers ' workload since they spend most of the time on administrative work than on teaching and this causes them not to finish what they are supposed to teach. There is little time for teaching the learners. Insufficient time allocation for training of teachers towards the implementation of CAPS was seen as one of the major obstacles that caused teachers to be negative about curriculum change and this caused them to be frustrated and end up experiencing low self-efficacy. It is therefore recommended that there should be an increase in the duration of teacher training to make sure that training is effective and intensive to have a common understanding of what CAPS entails. The training should be practice-based rather than theory based.