Abstract
This study explores factors faced by teachers in curriculum implementation in the North West and Limpopo Provinces. The theoretical framework that underpins this study is based on Herzberg’s two-factor theory which is also known as motivation-hygiene theory. A mixed methodology of qualitative and quantitative was used. Semi-structured interviews and questionnaires were employed as the research instruments for data collection, with 160 teachers from the five districts of the two provinces. Findings revealed that the curriculum transformation process, contributed to the dissatisfaction of teachers regarding the implementation of the new curriculum (CAPS). Recommendations were formulated by empowering teachers, for the effective implementation of the school curriculum. DOI: 10.5901/mjss.2014.v5n6p171
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