Teachers' Perceptions of the Factors Influencing Rural School Grade 12 Business Studies Learner Performance in the National Senior Certificate

Autor/inn/en	Mtshali, Muntuwenkosi Abraham; Ngwenya, Jabulisile Cynthia; Myende, Thandanani Hansford
Titel	Teachers' Perceptions of the Factors Influencing Rural School Grade 12 Business Studies Learner Performance in the National Senior Certificate
Quelle	In: Perspectives in Education, 40 (2022) 2, S.129-142 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mtshali, Muntuwenkosi Abraham) ORCID (Ngwenya, Jabulisile Cynthia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i2.10
Schlagwörter	Rural Schools; Grade 12; Academic Achievement; Business Education; Foreign Countries; Exit Examinations; Standardized Tests; Secondary School Teachers; Teacher Attitudes; Teaching Methods; Educational Innovation; Barriers; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 12; 12. Schuljahr; Schuljahr 12; Schulleistung; Wirtschaftserziehung; Wirtschaftspädagogik; Ausland; Final examination; Abschlussprüfung; Standadised tests; Standardisierter Test; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study is to examine teachers' perceptions of teacher factors affecting the dwindling Grade 12 learners' performance in Business Studies National Senior Certificate (NSC) examinations at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. The study employed a qualitative research methodology to explore teachers' perceptions. Five Grade 12 teachers were purposively selected from five rural secondary schools that offered Business Studies as a subject of teaching and learning in the Umbumbulu circuit. The case study research design was used to focus on a few participants who had lived experiences of teaching Business Studies at Grade 12 in rural schools and could relate to dominant factors influencing learner performance in this subject. Data were generated through face-to-face, semi-structured interviews, and thematic analysis was used as a method of analysing qualitative data with the purpose of identifying salient traits in data that could develop into themes. The study found that teacher factors influencing learner performance in Grade 12 Business Studies were teacher approaches to teaching Business Studies, timetabling and impediments to innovative teaching and assessment in the form of rural contextual factors such as large classes and a shortage of textbooks. The study nurtures awareness of teacher factors influencing rural school learners' performance in Grade 12 Business Studies, so that Business Studies teachers in emerging economies can think of ways to address these factors to improve learner performance. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01