Barriers Experienced by Teachers in the Use of Curiosity in Classrooms in Selected Secondary Schools in South Africa

Abstract

This study explored the barriers experienced by teachers in the use of curiosity in classrooms in selected secondary schools in South Africa. By using a multiple case study design within a qualitative framework, data were obtained from 15 teacher participants from 3 (private) independent secondary schools in the Midlands area of KwaZulu Natal. Semi-structured interviews were used to collect data, and the data were analyzed by using thematic analysis. Teacher participants identified several key barriers which were divided into three main themes: teacher-related barriers, learner-related barriers, and school-related barriers. The findings indicate that teacher-related barriers include inadequate time available for lesson planning, teacher fatigue and over-extension, and teachers’ fear of the unknown. The findings also indicate that learner-related barriers include learner fatigue and over-extension, learner engagement and apathy, and a results-orientated mindset. Finally, the findings report that school-related barriers include curriculum demands and time constraints, rigid assessment criteria and a diverse range of learners in classrooms. It recommends that the Department of Education should prioritize professional development for teachers so that to equip them with the skills to foster greater curiosity, leading to more empowered and effective teaching.