Education in Africa 
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| Title: | Tobephobia experienced by teachers in secondary schools: an exploratory study focusing on curriculum reform in the Nelson Mandela Metropole |
| Author: | Singh, P. |
| Year: | 2011 |
| Periodical: | Africa Education Review (ISSN 1814-6627) |
| Volume: | 8 |
| Issue: | 2 |
| Pages: | 372-388 |
| Language: | English |
| Geographic term: | South Africa |
| Subjects: | educational reform curriculum teachers occupational health |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/18146627.2011.602821 |
| Abstract: | Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach have created major challenges for policymakers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP), fear of failure in education. The qualitative research method was used to conduct the investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole in the Eastern Cape. In terms of their responses, it was evident that the teachers' concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in the classroom. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical baggage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools. App., bibliogr., sum. [Journal abstract] |
