Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole

Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole

Author: 
Singh, P.
Publisher: 
Taylor & Francis
Record type: 
Journal Title: 
Africa Education Review
Source: 
Africa Education Review, Vol. 8, No. 2, 2011, pp. 372-388
Abstract: 

Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers? concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms.

Language: 

CITATION: Singh, P.. Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole . : Taylor & Francis , . Africa Education Review, Vol. 8, No. 2, 2011, pp. 372-388 - Available at: https://library.au.int/tobephobia-experienced-teachers-secondary-schools-exploratory-study-focusing-curriculum-reform-3