Assessing Principals' and Teachers' Perceptions on the Implementation of E-Education Policy : A Case Study of Four Limpopo Project Schools

The purpose of the study was to assess principals' and teachers' perceptions of the implementation of e-education policy in four selected Limpopo project schools. This study responds to South African Education Ministry rolling-out of an e-Education policy in 2004 in its strive to inform the use of pedagogical technologies in schools. The study is qualitative in nature; and interpretivism paradigm and a theory of technology acceptance model were used to guide in assessment of this phenomenon. Interviews and observations were used as data collection techniques. Four principals and twelve teachers were purposively sampled from four Limpopo project schools. The findings reveal a lack of school pedagogical technologies in Limpopo project schools. Secondly, in these schools, there are still teachers who prefer traditional pedagogies instead of blending it with digital ones. Lastly, the study reveals teachers' stringent working conditions that deny them access to pedagogical technologies that facilitate teaching of the 21st Century skills. As part of the conclusion, the researchers recommend that Limpopo project schools be fully supplied with digital pedagogical technologies to become centre of excellence. In addition, the researchers recommend that principals and teachers be reskilled and equipped with digital pedagogies to become source of reference for other schools.