Abstract
Teaching is a versatile and valued exercise that is geared towards bringing about achievement in students’ learning. In view of the importance of teaching, there is need for it to be effective and of good quality. Education in secondary school within South Africa is seen as an imperative sub-sector in the educational system that aids the growth of the economic system through transformation. Although, there are various transformational systems to improve teaching quality in education, it is generally believed that there is no common agreement on what transformation systems entail in secondary school education in developing nations. This study investigates the perceptions of teachers in the transformation of teaching quality education in secondary schools. Eight teachers were selected from four secondary schools in the East London Education District in South Africa. The respondents varied in gender, age, years of teaching experience, academic qualifications and professional qualifications. The study used semi-structured interviews to gather data. A thematic approach was used for data analysis while trustworthiness was adopted for the validity of the instrument. The findings revealed that some of the teachers were aware of the need for transformation to improve the secondary school education system in South Africa. However, it was noticed that there was no adequate training and monitoring on the use of infrastructure. In addition, the findings further indicated that some teachers have a negative perception toward any additional role in transforming and improving the quality of teaching. Furthermore, the findings also indicated that transformation in teaching should be the responsibility of the government and head of schools. In light of this, the study recommended that policy makers should increase the budget on secondary school education as well as monitor the process of implementation to achieve the desired goal. Moreover, there should be regular effective training and workshops for teachers in secondary schools to remind them of their roles and responsibilities in teaching.
Highlights
Teaching connotes the activities that the teachers do to impact ideas and knowledge into the learners
Re-imagining higher education leadership that teaching is a means to inculcate desirable changes in human abilities and behaviours. This indicates that the term teaching is meant to cause the learners to make certain desirable changes in their behavioural patterns, which involves classroom chatting between teacher and pupils within certain defined activities
The results generated from all the eight teachers used as respondents in this study show that their conceptions were mostly influenced by their beliefs (Eren, 2010)
Summary
Teaching connotes the activities that the teachers do to impact ideas and knowledge into the learners To this effect, the teacher has the onerous task of arousing the interest of the pupil to participate actively in the teaching-learning process. The teacher has the onerous task of arousing the interest of the pupil to participate actively in the teaching-learning process In another vein, Olaitan and Agusiobo (2001) hold Ojo & Adu. Re-imagining higher education leadership that teaching is a means to inculcate desirable changes in human abilities and behaviours. Re-imagining higher education leadership that teaching is a means to inculcate desirable changes in human abilities and behaviours This indicates that the term teaching is meant to cause the learners to make certain desirable changes in their behavioural patterns, which involves classroom chatting between teacher and pupils within certain defined activities. It is imperative to have effective and quality teaching in secondary school
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