Teachers' reflexivity in the enhancement of learners' academic performance in some selected primary schools of the Thaba-Tseka District

Abstract

This study focused on the teachers’ reflexivity on their practices and enhancement of learners’ academic performance in some selected schools in Thaba-Tseka districts. The qualitative based study sought to explore voices of principals and teachers regarding teachers’ reflexive practices in the classroom in order to enhance learners’ academic performance. A purposive participants’ selection was used to select three principals and twenty eight teachers. Data was collected through semi-structured interviews and focus group interviews. The research was guided by Constructivism Theory. Data was analysed thematically. The findings indicated that both principals and teachers did not have an idea about the term reflexivity because they had been introduced to reflection. However, it was revealed that principals through the use of an effective communication with teachers can improve teachers’ reflexive skill by discussing all the matters that affect teachers and learners in the classroom. It was further mentioned that for principals to keep teachers reflexive, they have to assess their official documents such as lesson preparation and scheme and record of work. It was indicated that reflexive teachers were always prepared and flexible enough to address learners’ needs. The study as well revealed that reflexive strategies teachers could use were peer observation and collaborative teaching and learning. The study recommends that as a measure to prepare both the principals and teachers to develop reflexivity skill, a teacher training program that supports teachers’ reflexive practices should beheld more often. Ministry of Education and Training has to examine national professional standards to identify the extent to which to which reflexivity is embedded in national documents which are to guide the work of primary teachers in the country. Lesotho teacher training institutions must employ reflexive strategies in pre-service and in-service teacher education to enhance their capacity of self-observation, self-analysis and self- evaluation. This could have a positive impact on learners’ academic performance.