The influence of the matric intervention programme on the professional identity of the local and lead teachers.

Abstract

The KZN Department of Education‟s focus on improving the grade 12 (matric) results in the province has been the main priority in the past seven years. The Matric Intervention Programme (MIP) is one of the initiatives that the KZN Department of Education has implemented, targeted at schools who achieve less than 75% matric pass rate (T75 schools). Teachers referred to as Lead Teachers are those who are selected to assist T75 schools and Local Teachers are those who teach in T75 schools, and are assisted by the lead teachers. The assumption that teachers in the T75 schools lack content knowledge and that some are unqualified has led to the implementation of the MIP. Lead teachers are the drivers of the programme and assisted by local teachers. The main aim of the study was to explore to how the MIP influenced the professional identity of the local and lead teachers and how they experienced the programme. The study was conducted within the qualitative interpretative paradigm, and the case study approach was adopted. Three lead teachers and two local teachers were interviewed, and document analysis was used to collect data. Findings from the study indicated that local teachers, as teachers from poor performing schools, were dissatisfied by how the MIP and its lead teachers was introduced to them, that they were not recognised as teachers when lead teachers supposedly came to assist them. This affected their self-esteem and their image as teachers (professional identity). Furthermore, suggested that participants had a clear understanding of purpose of the MIP. Some of the lead teachers were working well with the local teachers, while others had neither relationship nor communication during the MIP process. Local teachers complained that they were not formally informed about the MIP programme and the visits from the lead teachers. The lead teachers fulfilled their roles with or without the presence and the assistance of the local teachers. The study also revealed that one local teacher was not entirely satisfied with the MIP processes. Her belief was that all the stakeholders should have been informed about the MIP prior to implementation. Lastly, the study recommended that there is a need for the MIP officials to formally address the local teachers about their roles in the programme.