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Innovations in Pedagogy and Technology

Critique of the Subject Advisor’s Contribution to the Poor Academic Performance of Learners in Selected Schools of Alfred Nzo West District

DOI:

https://doi.org/10.63385/ipt.v2i3.101075

Keywords:

Subject Education Specialists,Socioeconomic Status,Attitude,Content Knowledge,General Education and Training

Abstract

The topic of Subject Education Specialists (SESs) to assist subject teachers in the Alfred Nzo West District (Maluti Circuit Management Center and Matatiele Circuit Management Center) is a cause for concern. This study aimed to investigate and elucidate the disparity between policy directives for teacher support and their actual implementation in schools, where SESs struggle to fulfill their obligations. Poor learner performance displayed on the South African School Administration and Management System (SA-SAMS) on an annual basis prompted this investigation. This study adopted a qualitative research approach underpinned by the interpretive paradigm to explore the complex dynamics between Subject Advisor interventions and learner academic performance. The study employed qualitative techniques, case study design, interviews and observations, which are necessary for a thorough understanding and for methodological triangulation. A purposive sampling framework was used in selecting 30 teachers from two Circuit Management Centres (15 from Maluti and 15 from Matatiele). Participants included Foundation Phase/EFAL teachers, Sesotho and isiXhosa home language teachers, and Mathematics teachers in the Intermediate. Sampling was designed to be inclusive, regardless of gender, race, or socioeconomic status. Data were gathered using semi-structured and unstructured interviews, case study, and observations, and the credibility and trustworthiness of the data analysis were confirmed by a pilot study. The findings demonstrated that SESs frequently lacked the subject-matter and pedagogical competence needed to support subject instructors, leading to poor learner outcomes. The proposals include ensuring merit-based selections, bolstering SES professional development, and providing adequate funding for effective curricular support.

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