Abstract
M.Ed.
In South Africa the new educational dispensation brought great changes to everyone concerned. The process of reform gained momentum with the implementation of a new curriculum, Curriculum 2005, in Grade one in 1998.
The purpose of this investigation in the first place was to determine factors influencing the attitudes of teachers before and during the implementation of Curriculum 2005. Secondly this research was to detect teachers' attitudes regarding the new curriculum and to clarify support given by the Gauteng Department of Education during the dissemination period.
The respondents were Grade one teachers in three schools, situated in three different urban communities, representative of the broader South African nation. Data was analysed by means of content analysis, conducted by the researcher and an independent analyst. Positive and negative teachers' attitudes were identified from data. In some instances respondents qualified what they said whilst in other instances they gave through their attitudes without any motivations.
Curriculum development was given as one of the main reasons why respondents had negative feelings against implementation of the Curriculum 2005. Dissemination, implementation, assessment and design were mentioned by respondents as factors of curriculum development influencing them in a negative way.
A variety of defence mechanisms were used to cover up the reality concerning the reasons why attitudes were negative, hence the creation of scapegoats which are given the blame if problems were identified in the implementation of the new curriculum. Unattended matters such as absence of resources, language matters and lack of support by the Gauteng Department of Education were also mentioned as reasons for negative attitudes.
The same factor was given by some respondents as a reason for positive and by other respondents as a reason for negative attitudes. Curriculum presentation and the new role of teachers were two such reasons. Revised class circumstances and learning activities also influenced the attitudes of teachers positively in some instances and negatively in others. Two other very important factors which inflicted negative as well as positive attitudes on respondents were parents’ new role and the influence of circumstances in learners homes, because in some communities these circumstances do not benefit education as a whole.
In the view of the findings it is clear that teachers, in spite of various negative attitudes, see the implementation of Curriculum 2005 as a possible solution for problems in the educational system in South Africa. A few provisos to realise successful implementation of Curriculum 2005, for example enough resources, less learners in classes and textbooks in vernacular, were stipulated. Respondents, without giving reasons mentioned the factor that the effective implementation of Curriculum 2005 can only be limited to Grade 1 to 4.
This research supports long-term planning for Curriculum 2005 and the correct steps to be taken by the Department of Education to ensure a positive attitude from the educators involved. Further research over a longer period of time with the same objectives as in this study can be of scientific value. The implications of attitudes on support systems from the Gauteng Department of Education should also be investigated further.