Abstract
With a focus on science and advanced technology, the Fourth Industrial Revolution (4IR) has begun to traverse the boundaries between the physical, digital, and biological spheres. The implementation of 4IR into education and teaching will therefore require appropriate skills. In achieving this aim, it is the teachers and educators that will play a vital role. Hence, this study focuses on teacher perceptions on the level of preparedness for the 4IR at Crown Private School (CPS). Using CPS as a case study, data were collected via semi-structured interviews of eleven staff members and analysed using Braun and Clarke’s process of thematic analysis. The findings of this study revealed that the staff members at CPS appeared to have a balanced perception of the 4IR, illustrating an awareness of the potential benefits as well as the potential risks involved. In general, the teachers at CPS demonstrated a willingness to embrace the changes brought about by the 4IR, however a significant finding was the resistance that some teachers demonstrated towards technology implementation. The findings also showed that whilst private schools generally have the funding, the implementation and use of technology in teaching and learning is limited. This study thus suggested that private schools must provide additional training and development to teachers to equip them to use technology effectively in their teaching.