Teacher Role In The Promotion Of Mastery Learning: Perspectives On Strategy And Performance In FET Schools

Abstract

The aim of this study was to explore the role that teachers play in the promotion of mastery learning in secondary schools in the Lejweleputswa District. Many schools in South Africa focus on the performance of learners thus neglecting to master the content, which in turn could positively contribute towards both performance and mastery goals. The study used in-depth interviews and closed-ended questionnaires to collect the data. Participants included principals and teachers who took part in interviews and completed questionnaires, respectively. The study revealed that despite teachers knowing about mastery learning and understanding the implementation thereof, a barrier remained the costs incurred when promoting mastery learning. The study also revealed that the more experienced teachers, who have been part of the education system for a significant time already, appeared to be more skilled in implementing mastery learning, as opposed to the newly appointed teachers not familiar with mastery learning. Therefore, teachers explore different methods of teaching and learning in their quest to find the one most suitable for them. Mastery learning should, however, be compulsory. Schools can successfully implement mastery learning if the Department of Education provided financial assistance, and training and workshops. This would benefit learners and the entire country, as those that achieve life-long learning become fully equipped to enter South Africa’s workforce and subsequently contribute to growing the economy.