Abstract:
The Lesotho government introduced a new curriculum (Integrated Curriculum - IC) which was
first implemented in primary schools in 2013. Therefore, the purpose of this study was to explore
teachers’ perceptions of their preparedness to implement an integrated curriculum in Lesotho
primary schools. A qualitative approach was used, and the research questions revolved around
the issues of; teachers’ interpretations of the integrated curriculum, how teachers implement
integrated curriculum in the classrooms in Lesotho, teachers’ views on how they were prepared
to implement integrated curriculum in the classrooms in Lesotho, and teachers’ views about how
their perceptions on their preparedness influence their classroom practices. Qualitative data was
collected through the semi-structured interviews from a purposive and convenience sample of 6
teachers in 3 schools. Data were analyzed using a qualitative thematic approach.
The results indicated that teachers seemed to understand what integrated curriculum entails, as
well as its demands. However, the study established that teachers were not prepared enough to
implement an integrated curriculum. According to the findings of the study, insufficient and
inadequate training of teachers on integrated curriculum, overcrowded classrooms, high content
level of an integrated curriculum for learners, inadequate time allocation, as well as insufficient
teaching and learning materials impacted negatively on the implementation of this curriculum.
Apart from the mentioned factors, the implementation of an integrated curriculum appeared to be
compromised due to lack of support from both schools and interested bodies such as the parents
and the government through Ministry of Education during the implementation process.
Therefore, teachers recommended that they should be provided with the intensive and continuous
professional development programs on integrated curriculum, and with necessary support and
resources by the schools and all stakeholders. Teachers equally recommended that the content
level of the integrated curriculum should be lowered for learners to benefit from IC
