Perceptions of Grade 1 teachers in teaching learners with insufficient school readiness

Abstract

School readiness is a multidimensional construct that includes all aspects of a child’s development and contribute directly to children’s capabilities to learn by the time they begin formal education. Learners who start formal education with inadequate school readiness face challenges. The Horsford’s (2012) Framework for School Readiness was used as a lens for this study. This framework suggests that children with school readiness have a better chance of succeeding in their academic endevours compared with counterparts who have not acquired school readiness. The purpose of this study was to investigate ‘Perceptions of Grade 1 Teachers in Teaching Learners with Insufficient School Readiness. In order to achieve this purpose, this study adopted the qualitative approach in which semi-structured interviews and observations were employed for data collection from eleven teachers who work in eleven primary schools in Maseru district. Thematic Data Analysis was used to analyse data. The findings established that teachers view children’s school readiness as inclusive of the following characteristics: learners’ curiosity to learn, ability to follow instructions, good communication skills, good social skills, physical maturity and numeracy literacy. Moreover, the majority of participants believe that early childhood education is key in influencing children’s school readiness. The findings further revealed that Grade 1 teachers support learners with insufficient school readiness through a number of the remedial teaching strategies such as individualized remedial teaching as well as the remedial teaching materials that include colourful print materials. However, it was also found that teachers face challenges in teaching learners who have insufficient school readiness. Such challenges include difficult to complete curriculum content, minimal support from parents, and loss of remedial stationery. Participants reported that they minimize the challenges they face by reporting the matter to school principals. This viii study recommends that the Ministry of Education and Training (MoET) needs to establish a clear policy on how the learners with insufficient school readiness can be supported. It is also recommends that MoET run in-service training for Grade 1 teachers on teaching learners with insufficient school readiness and create awareness on benefits of parental involvement in learners’ education.