Secondary School Teachers’ Perspectives on the Challenges of Implementing the Revised Mathematics Curriculum in Ohangwena Region, Namibia
Keywords:
curriculum challenges; curriculum implementation; Namibian education; revised mathematics curriculum; teacher perspectivesAbstract
The process of implementing a modified curriculum in the classroom is both rich with opportunities and fraught with difficulties that call for further research and creative solutions. This qualitative research investigates secondary school teachers’ perspectives on the challenges of implementing the revised mathematics curriculum in Ohangwena Region, Namibia. Semi-structured interviews were employed to gather data from 14 purposively sampled participants, comprising seven Science, Technology, Engineering, and Mathematics (STEM) heads of department and seven mathematics teachers. Data from the interviews were analysed thematically using NVivo 14 software. Member checking was used to ensure data accuracy and strengthen the study’s credibility. Study findings show that both STEM heads of department and mathematics teachers face significant challenges in implementing the revised curriculum which include the complexity of the curriculum, limited teaching resources, heavy workloads, lack of teacher training, insufficient teaching time, overcrowded classrooms, and low learner motivation, all of which hinder effective curriculum implementation. Recommendations are provided to address teachers’ difficulties in implementing the curriculum, such as the provision of adequate materials to schools and teacher training, distributing syllabus content evenly throughout grade levels and dividing mathematics into core, extended, and higher levels, providing more time for instruction, motivating learners, and the implementation of the staffing standard policy. In summary, the study’s findings are vital for improving education standards, especially in mathematics. They can inform the Ministry of Education’s decisions on funding and resources and guide curriculum designers and policymakers in improving future policies.
https://doi.org/10.26803/ijlter.24.5.1
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