Perceptions of secondary school history teachers towards the revised history curriculum: A case study of two schools in the Oshikoto region, Onankali circuit

Abstract

This qualitative case study, grounded in an interpretive research paradigm, delved into the perceptions of secondary school history teachers in the Onankali circuit, Oshikoto region, Namibia, regarding the revised history curriculum of 2015. The study attempted to fill a significant research gap by shedding light on the underexplored views of teachers within the Namibian context. It investigated the relationship between history curriculum reform and the attitudes of teachers. Data collection employed semi-structured interviews and a focused group discussion with a purposive sample of six teachers and two heads of department. Findings unveiled a negative disposition among secondary school history teachers toward the revised curriculum, reflecting myriads of challenges associated with implementation. Some teachers were optimistic about the curriculum's assessment, fostering critical thinking and discouraging rote memorization. The challenges identified encompassed resource scarcity, inadequate teaching and learning materials, evolving educational trends, performance-related pressures on teachers, and overpopulated classrooms. The study presented practical solutions to address these issues, including the establishment of additional schools to alleviate classroom overcrowding, the organization of subject-based symposiums to assist struggling teachers, and the development of regional guides to facilitate collaborative learning. The study advocates the engagement of professionals to inspire learners to voluntarily choose history as a subject of study in secondary schools, emphasizing the importance of genuine interest over compulsory enrolment, often driven by admission committees. This study contributes to the discourse on curriculum development, educational challenges, and teacher attitudes. The study also offers valuable insights for teachers, policymakers, and educational institutions in Namibia and beyond. The study recommends the provision of continuous professional development, while roping in all stakeholders such as Namibia National Teachers’ Union and the Ministry of Education, Arts and Culture in the allocation of adequate resources to support teachers during the implementation of the revised history curriculum, and further studies to be conducted on the phenomenon for a greater understanding.