Teacher perceptions of skills development for curriculum change: training and empowerment of accounting teachers for effective Accounting curriculum delivery

Abstract

Post 1994, education reform has become a key priority for South Africa bringing a shift in teaching approaches. This has entailed curriculum change in various subjects, inclusive of Accounting, in an attempt to transform the curriculum to democratise education. The transition from Curriculum 2005 (Outcomes-Based Education) to the Revised National Curriculum Statement, then to the National Curriculum Statement (NCS), and now the Curriculum and Assessment Policy Statement (CAPS), marked a significant change from the older NATED 550 curriculum. These shifts deeply impacted teachers, many of whom were not trained in the new curriculum, especially in Accounting where pedagogical approaches changed considerably. Consequently, this raised concerns about teachers’ ability, readiness and skills to deliver the updated curriculum effectively. This paper investigates that gap through a qualitative study which entailed interviews with 17 Accounting teachers and five principals from secondary schools in the Umlazi district, KwaZulu-Natal. The analysis revealed a lack of sufficient training and ongoing professional development which hindered effective curriculum implementation. In addition, the findings underscore the critical importance of professional teacher skills development for effective Accounting curriculum implementation. The findings further highlight the urgent need for the Department of Education (DoE) to invest in continuous and inclusive professional development. This should include upskilling in both curriculum content and technological integration in line with curriculum requirements. Furthermore, proper and clear policies and investing in inclusive professional development can empower teachers to enhance their teaching practices and drive effective Accounting curriculum change and delivery in secondary schools.