The relationship between a set of selected variables characterizing FET phase South African geography teachers and their self-directed learning abilities

Abstract

ABSTRACT This study investigates the relationship between a set of selected variables of geography teachers and their self-directed learning abilities. A quantitative research method based on the Self-Directed Learning Abilities Instrument (SDLi) was used. Geography teachers (n = 130) in the Further Education and Training phase in two districts in North West province completed the SDLi. Most of the teachers held the perception that they possessed the necessary SDL abilities. The results show that these teachers’ perceptions of their preparedness to teach geography to learners had a moderate but significant correlation (r = 315; p = .000) with their perceptions of their SDL abilities, while satisfaction with their profession as geography teachers had a weak but significant correlation with their SDL abilities (r = 0.276; p = .001). The results show no relationship between the teachers’ teaching experience, school quintile or teaching qualifications and their SDL abilities. Geography teachers with a postgraduate degree held more positive perceptions of their SDL abilities in comparison to teachers with an undergraduate degree or a teaching diploma. Small practically significant differences between teachers teaching in no-fee schools (Quintiles 1 to 3) and geography teachers teaching in fee-paying schools (Quintiles 4 and 5) were reported, with the teachers in no-fee schools holding slightly more positive perceptions of their SDL abilities.