Perceptions of the new grade 10 – 11 commerce curriculum: A narrative case study of teachers in the Ompundja Circuit, Oshana region of Namibia
| dc.contributor.advisor | Iipinge, Sakaria M. | |
| dc.contributor.author | Johnson, Titilayo Patience | |
| dc.date.accessioned | 2025-02-11T14:08:30Z | |
| dc.date.available | 2025-02-11T14:08:30Z | |
| dc.date.issued | 2024 | |
| dc.description | A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum Studies) | |
| dc.description.abstract | Commerce education is vital for a nation's economic growth, but adapting to changing global, technological, and economic trends requires continuous curriculum innovation. In Namibia, efforts to develop new commerce curricula have faced challenges in implementation, leading to resource and time wastage. Consequently, this study aimed to investigate teachers' perceptions of the new Grade 10-11 Commerce curriculum in the Ompundja Circuit, Oshana Region, Namibia. Adopting a qualitative research approach, the study applied a narrative case study design. A sample of six teachers and two HoDs from a population of 27 teachers and 4 HoDs teaching Commerce subjects were selected by Convenience and Purposeful sampling respectively. The study deployed a semi structured interview on a face-to-face basis, with a duration between 20 to 30 minutes, and complemented by document reviews comparing the old and new curricula. The collected data were analyzed using inductive content analysis and the following three themes emerged: a) teachers’ perceptions of the new commerce curriculum; b) the fundamental difference between the new and old curriculum; c) the strategies for the implementation of the new curriculum. The findings of the study reveal both positive and negative teacher perceptions of the new curriculum. Some appreciate its practical focus and adaptability, while others criticize the lack of teacher involvement, inadequate training, and resource limitations. It underscores the importance of teacher engagement in curriculum development, comprehensive training, ongoing professional development, onsite support, and access to teaching materials for successful implementation. The study highlights teachers' pivotal role in curriculum changes and emphasizes the need for collaboration among curriculum planners, teachers, and school management. Recommendations aim to assist teachers, school administrators, and curriculum planners in addressing curriculum change challenges to enhance commerce education quality in Namibia's Grade 10-11 classrooms | |
| dc.identifier.uri | http://hdl.handle.net/11070/3949 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Commerce curriculum | |
| dc.subject | Teachers’ perceptions | |
| dc.subject | Qualitative research | |
| dc.subject | Implementation | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Perceptions of the new grade 10 – 11 commerce curriculum: A narrative case study of teachers in the Ompundja Circuit, Oshana region of Namibia | |
| dc.type | Thesis |