Teachers’ perceptions and experiences of teaching accounting

Abstract

Large classes have a potential to stir a challenge for both developed and developing countries in their effort to deal with diversity that comes with learners’ diverse abilities. The purpose of the study was to explore Grade 12 teachers’ perceptions and experiences of teaching Accounting in large classes in Manzini region, Eswatini. The study used purposive sampling. The data collection instruments were questionnaires, personal observations, and semi-structured interviews. Qualitative data was analysed thematically, while descriptive statistics computed for quantitative data. The study revealed that the majority accounting teachers were not contented with their class sizes as they faced several challenges when teaching accounting in large classes. Teachers agreed that evaluating work from group learning was necessary, but they used different approaches for assessment. This study presents insight into what secondary school Accounting teachers in emerging economies experienced with teaching Accounting in large classes, and the need to reflect on instructional practices.