Perceptions of Teachers and Subject Advisers Regarding Curriculum Development Processes in Fort Beaufort District, Eastern Cape

Uloma Nkpurunma Obi, Ignatius Khan Ticha


This study was designed to investigate the perceptions of teachers and subject advisers regarding the curriculum development processes in Fort Beaufort District in the Eastern Cape, South Africa. The sample consisted of twenty-two respondents: four principals, twelve teachers and six subject advisers. Data were collected through structured face-to-face interviews, focus group discussions and document analysis. The findings revealed that both teachers and subject advisers were concerned about the quality of teachers and learners as well as delivery of the curriculum. They also expressed concern about the quality of workshops; pointing to how much participation from teachers and subject advisers occurs in these workshops. Their responses create space for the researcher to engage with the question, does their involvement in these workshops help them to understand the curriculum and implement it better? Hence, this study recommends that the quality of teachers, learners and subject advisers should be considered while carrying out curriculum development processes.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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