Exploring teachers' perceptions towards the 1=9 mathematics intervention programme for grade 9 mathematics teachers in Ugu District.

Abstract

This study explores teachers‟ perceptions of the 1+9 mathematics intervention programme for grade 9 mathematics teachers. This intervention programme is understood to be a professional development programme. The study explored the perceptions of teachers by looking at how it has contributed to their professional development in four aspects, namely: content knowledge, pedagogic content knowledge, professional confidence, and the benefits of professional learning communities (clusters). The study used qualitative method and data was generated from both the questionnaires and interviews. Questionnaires were given to fifteen teachers of whom ten were also interviewed. Data was then analysed by using coding strategies. The findings showed an improvement on teachers‟ content knowledge and pedagogic knowledge. Teachers reported that their professional confidence was enhanced through participation in the programme. They expressed that the programme afforded them the opportunity to network with other teachers and how such professional learning communities were beneficial. Teachers explained that their understanding of, and how to teach the curriculum has improved, but expressed mixed feelings about their rate on its coverage. Hence, the need for professional development programmes on an on-going basis to benefit the teacher is very important to improve teachers‟ skills and learners‟ performance.