Teachers' perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate

• Published in: Perspectives in education Vol. 40; no. 2
• Main Authors: Muntuwenkosi Abraham Mtshali, Jabulisile Cynthia Ngwenya, Thandanani Hansford Myende
• Format: Journal Article
• Language: English
• Published: University of the Free State 01.06.2022
• Subjects: Business Studies; Face-to-face semi-structured interviews; Large classes; Learner performance; Timetabling
• ISSN: 0258-2236; 2519-593X
• DOI: 10.18820/2519593X/pie.v40.i2.10

The purpose of this study is to examine teachers’ perceptions of teacher factors affecting the dwindling Grade 12 learners’ performance in Business Studies National Senior Certificate (NSC) examinations at the rural Umbumbulu circuit of Umlazi district, in the province of KwaZulu-Natal, South Africa. The study employed a qualitative research methodology to explore teachers’ perceptions. Five Grade 12 teachers were purposively selected from five rural secondary schools that offered Business Studies as a subject of teaching and learning in the Umbumbulu circuit. The case study research design was used to focus on a few participants who had lived experiences of teaching Business Studies at Grade 12 in rural schools and could relate to dominant factors influencing learner performance in this subject. Data were generated through faceto- face, semi-structured interviews, and thematic analysis was used as a method of analysing qualitative data with the purpose of identifying salient traits in data that could develop into themes. The study found that teacher factors influencing learner performance in Grade 12 Business Studies were teacher approaches to teaching Business Studies, timetabling and impediments to innovative teaching and assessment in the form of rural contextual factors such as large classes and a shortage of textbooks. The study nurtures awareness of teacher factors influencing rural school learners’ performance in Grade 12 Business Studies, so that Business Studies teachers in emerging economies can think of ways to address these factors to improve learner performance.