Abstract
Following the end of apartheid, South Africa introduced the Curriculum and Assessment Policy Statement (CAPS), leading to a decline in the quality of Grades 8 and 9 EMS education. This has resulted in a skills gap among accounting educators, which has negatively impacted Grade 12 accounting performance. The University of Johannesburg has responded by offering exam technique workshops to educators since 2019. The primary objective of this study was to assess the perceptions of the educators regarding the effectiveness of the workshops as a way of improving students' performance and ultimately the results. The secondary objective was to explore the type of support educators expect from universities to improve the grade 12 accounting results. This study employed a mixed-method approach, incorporating quantitative data collected through questionnaires and analyzed using STATKON software, alongside qualitative data from open-ended questions. The findings revealed that educators expressed a positive perception of the importance of careful instructional planning for effective learning in accounting. Additionally, they indicated a need for increased support from universities to enhance their teaching practices. The comprehensive insights gained from this mixed-method design highlight the significance of fostering strong collaborations between higher education institutions and educators in the field of accounting to optimize instructional strategies and promote effective learning outcomes.