Abstract:
This study investigated the challenges affecting the implementation of the school-level curriculum in South African schools, particularly the gap between curriculum policy expectations and classroom practice. Despite the existence of national curriculum frameworks intended to guide teaching and learning, teachers often encounter difficulties in translating these policy directives into effective classroom instruction. This study aimed to examine the factors that hinder effective curriculum implementation at the school level and how these challenges influence teaching practices and learner outcomes. By analysing teachers’ experiences and perspectives, the study sought to generate insights that may inform improvements in curriculum implementation and support more effective teaching and learning practices in schools.
The study adopted an interpretivist paradigm and employed a qualitative phenomenological design to explore participants' lived experiences of curriculum implementation in a public secondary school in South Africa. Purposeful sampling was used to select ten participants who were directly involved in curriculum implementation. The sample comprised 10 participants, five high school teachers (PL1–PL5), two learners aged between 18 and 20 years, and one curriculum subject advisor. Data were collected through semi-structured interviews and document analysis, and were analysed using thematic analysis to identify recurring patterns and meanings within the data. The researcher chose a serene and inviting environment for conducting the interviews, ensuring that it was both free and comfortable from distractions.
The findings were organised into main themes: structural and resource-related constraints, institutional and professional support challenges, and learner-related socio-economic barriers. These themes revealed that limited teaching and learning resources, inadequate infrastructure, and teachers being required to teach subjects outside their areas of expertise significantly constrained effective curriculum delivery. Furthermore, participants highlighted insufficient managerial and district-level support, limited teacher involvement in curriculum development processes, and the challenges associated with English as the language of learning and teaching. The findings also demonstrated how broader socio-economic conditions influence learners’ participation and academic achievement, thereby shaping the effectiveness of curriculum implementation at the school level. The study was guided by the theories of assimilation and accommodation (Piaget’s cognitive development theory) put forth by the renowned French psychologist Jean Piaget.
Overall, the study concludes that addressing the identified challenges is essential for strengthening curriculum delivery and enhancing learner outcomes in South African schools. The findings contribute to the field by highlighting the practical implications of curriculum implementation gaps, including the critical need for collaborative curriculum development, targeted professional support for teachers, and adequate resourcing at the school level. By drawing attention to these factors, the study provides actionable insights for policymakers, school leaders, and curriculum planners on how to improve instructional practices, foster more inclusive and effective learning environments, and ensure that the curriculum achieves its intended educational goals.
