Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
The role of teacher educators in curriculum reforms in lesotho schools
By Chere-Masopha J.
To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers' preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher educators about their role in the preparation of teachers for curriculum reforms in Lesotho schools. A questionnaire was used to collect data that were analysed thematically. The results obtained indicate that: Teacher educators are involved in a limited way in Lesotho curriculum reforms; and they have limited knowledge about the current reforms. As a result, their training practices do not target to prepare teachers for the reforms introduced in schools. This explains why many studies have found teachers to be ill-prepared for any curriculum reforms in Lesotho. These findings raise awareness on the issue that teacher educators should be involved in the reforms in Lesotho. Therefore, the main recommendation of this study is to engage teacher education providers so as to make the reforms successful. © 2021 Society for Research and Knowledge Management. All rights reserved.
The challenges faced by heads of departments in selected Lesotho high schools
By Tlali T.
The role of the Heads of Departments (HoDs) in the school structure is to provide middle leadership. They assist the principals on the day to day leadership of the schools. They are responsible for ensuring the achievement of their departmental and school vision and mission. This study sought to explore the nature of the challenges faced by the HoDs in the Lesotho context. The study was framed within the interpretive paradigm and adopted a qualitative approach. The participants consisted of sixteen HoDs and eight school principals. These participants were purposively selected and then interviewed through the focus groups and semi-structured interviews. The findings revealed that the HoDs face several challenges that hinder their performance. For example, they lack the requisite skills to perform their duties. They also encounter considerable resistance from their peers. In the light of the findings, we argue that it is crucial for the HoDs to be afforded the empowerment and support that they need so that they can do their job efficiently. This support may benefit their schools as well as the entire education sector. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.