Exploring The Role of Government in Supporting Economics Teachers in South Africa Secondary Schools

Abstract

The study investigates the role of government in supporting economics teachers in South Africa secondary schools. Here, the Department of Basic Education is referred to as the government since they are the department in-charge of the sector in the government setup. Despite the growing importance of Economics in understanding national and global economic systems, many teachers face daunting challenges such as inadequate subject-specific training, limited teaching resources, and insufficient professional development. The study adopts qualitative research approach, using semi-structured interviews and document analysis to explore the perspectives of Economics teachers, subject advisors, and Department of Basic Education officials. The study explores the roles that can be played by the Department of Basic Education in assisting Economics teachers within the Mandeni Circuit in iLembe District. The study reveals varying degrees of support from subject advisors and school management teams, emphasizing the need for consistent and effective support mechanisms. Recommendations from the study include integrating personalized learning approaches, addressing resource constraints, and fostering engagement by understanding diverse learner needs on the subject and otherwise.