Abstract:
This thesis investigated the factors that attribute to the decline of Sesotho cultural day in the three high schools in Maseru district. It investigated teachers’ and learners’ perceptions towards cultural day in schools, factors influencing teachers’ and learners’ attitudes towards cultural day in schools and the appropriate strategies for teaching Sesotho culture in schools. The study is based on cultural day which is the celebration of Moshoeshoe’s day commemoration as the founder of Basotho nation whereby schools celebrate in different ways. The results of the study will help teachers and learners to change their perceptions towards cultural day in schools. Parents and government will all change their attitudes towards cultural day in schools. Teachers will also teach Sesotho culture using the appropriate strategies.
The design of the study was qualitative approach/quantitative with questionnaires and a schedule of interview questions used to collect data from the three schools in Maseru using purpose sampling of nine teachers and nine from different schools. Questionnaires were distributed to nine teachers and nine learners. They were also interviewed to check the reliability of data collected.
Data collected was analysed quantitavely where tables were used to display data and interpreted. The findings of the research revealed that most teachers and learners have attitudes towards cultural day in schools. There are factors influencing their behaviour such as: poor government support, student’s attitudes, lack of support from administration and colleagues, poor parental support and Western influences. The study also suggests appropriate strategies for teaching Sesotho culture as most of the teachers use lecture method. The recommendations were also made to improve cultural day in schools.
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