Exploring instructional leaders' perceptions on the use of constructivist theory to promote the implementation of entrepreneurship education curriculum

Abstract

This study investigated the impact of constructivism as a tool in promoting the implementation of the entrepreneurship education (EE) curriculum in the senior phase (SP) in Ngaka Modiri Molema District (NMMD), North-West Province, South Africa. Despite implementing the EE curriculum in the NMMD, this paper advocate for more effective execution, recognising the impact constructivism could have in improving learners’ entrepreneurial thinking and creativity. This teaching method effectively increases EE learners’ creativity and thinking processes because it allows learners to construct their knowledge. This study’s theoretical underpinning is grounded in constructivism, emphasising learners’ active knowledge construction based on their experiences. It elucidates the translation of learning into practical application through constructivist theory, highlighting its positive impact on learning processes and outcomes. This study employed a quantitative research approach with a cross-sectional design. The study encompasses all public SP schools (grades 7, 8, and 9) in the NMMD, totalling 437 schools, of which 51 were conveniently selected for participation (n=51). Data were collected through a structured questionnaire, and the subsequent analysis used descriptive statistics. The key findings indicate a limited engagement by instructional leaders in fostering a constructivist learning environment for EE learners, resulting in a predominantly passive learning experience. Additionally, the study unveils the benefits derived from constructivist approaches, offering insights into how this method can effectively promote EE in the SP. This research contributes to the ongoing discourse on instructional practices, reflecting a theoretical emphasis in EE towards a more balanced integration of practical applications through constructivist principles.