Assessing the Relative Participation of Teachers in Curriculum Development in Secondary Schools in OR. Tambo Inland Education District of the Eastern Cape: South Africa

The purpose of this paper was to assess teacher participation in curriculum development in the OR Tambo Inland Education District. In post-apartheid South Africa, there is a critical need for a transformed and inclusive curriculum in educational institutions, regardless of students’ race, religion, gender, or disability. Addressing the imbalances created by the previous segregated curriculum is essential for developing a revised and inclusive educational framework. The researchers employed a case study approach utilizing qualitative methods. The sample comprised ten carefully selected secondary schools, with one teacher from each institution participating in the research. Semi-structured face-to-face interviews were conducted with the ten teachers at the designated schools, and a thematic analysis was utilized to interpret the collected data. It emerged that the stakeholders, like teachers, principals, teacher unions, and communities, were marginalised in curriculum development by Department of Basic Education officials. The marginalisation of teachers has a negative impact on the implementation of the curriculum. Additionally, the study emphasized that their involvement in the curriculum development process can be severely hindered by the conflicting demands of administrative and teaching responsibilities. It is recommended that educational institutions dedicate time and resources for educators to concentrate on curriculum development, which could help alleviate the pressures of competing responsibilities. The study’s contribution might be to support stakeholders’ training and use of technology for online meetings and to enable students to access instruction and learning at any time, even during strikes that disrupt classes.