Rural secondary school teachers’ perceptions of the implementation of Biology revised curriculum (2015-2022) in Onathinge circuit, Oshikoto region, Namibia

Abstract

This descriptive study was aimed at investigating rural secondary school teachers’ perceptions of the implementation of Biology revised curriculum (2015–2022) in Onathinge circuit, Oshikoto region, Namibia. The study adopted a qualitative approach in which three secondary schools, three principals and six Grade 8–12 Biology teachers were purposively sampled in Onathinge circuit to participate in the study. Results indicated that inadequate training and support, lack of instructional materials and overcrowded classrooms were some of the challenges Biology teachers experienced in the implementation of the revised Biology curriculum. The study recommended that teachers needed support and monitoring if they were to implement the revised Biology curriculum effectively. In addition, adequate training and resources needed to be availed and verified for effectiveness before implementation takes place before implementation takes place.