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indicated that although training was provided in preparation for the implementation of changes in Accounting, workshops were not very helpful because they were only told what has been removed (Msomi, 2015 & Ngwenya, 2012).
Insufficient knowledge about changes in the Accounting content caused teachers to be unable to teach all topics in the curriculum. Msomi (2015) also stated that in the Accounting curriculum, teachers felt that they did not have adequate knowledge in Accounting content and they are not fully equipped to teach changes in Accounting curriculum completely. On the other hand, Kwarteng (2013) argues that teachers need to have a good knowledge of the Accounting curriculum so they can be able to translate the curriculum. Kwarteng (2013) states that high school Accounting curriculum emphasises more understanding of theory and practice to provide learners with skills and knowledge that they will need in tertiary institution Ngwenya (2012) found that while teachers know about the curriculum changes in Accounting, they lack conceptual understanding of the Accounting curriculum.
Choi and Meek (2011) argued that if Accounting teachers can stop the anxiety and become familiar with the Accounting changes, the teaching materials and teaching strategies there can be successful teaching and learning in the Accounting class. In Accounting, teachers have different experiences about the curriculum changes, especially seasoned teachers. In Accounting, teachers have to have broad knowledge and quality skills to accommodate any changes.
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employed the theoretical framework of Rogan and Grayson (2003), which is based on curriculum implementation in South African schools. Lelliott et al., (2009) stated that Rogan and Grayson‟s theory of curriculum implementation provides theory constructed on the South African context which builds on the strengths of the school environment. This theory is constructed on three constructs for curriculum implementation in school: (1) profile of implementation.
(2) Capacity to support innovation and (3), support from outside agencies (Rogan & Grayson, 2003). There are sub-constructs under each construct. The diagram below depicts these constructs including its sub-constructs.
(Rogan and Grayson, 2003):
Figure 2.8: Theoretical framework
2.8.1 Profile of implementation
The profile of implementation allows one to identify the extent to which the new curriculum is practiced in the classroom (Rogan & Grayson, 2003). Altinyelken (2009) stated that profile of implementation helps to understand, analyse and express the extent to which the aims of the reform curriculum are put into practice. Curriculum implementation is a crucial stage of the reform where high failure rate will reflect reflects poor curriculum implantation. There are many factors which need to be taken into account when curriculum change is implemented. These factors may include teacher development, skills to implementation,
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learners‟ prior knowledge to assist when reform is implemented, and language use and classroom interaction. These changes can also hinder the successful implementation of the curriculum reform. Rogan and Grayson, (2003) argued that curriculum implantation becomes a long term programme where on-going teacher development is important to determine how the curriculum is implemented at first and how teachers are prepared to go about with the implantation. On-going development guides the idea that curriculum implementation can take place in different ways.
This construct allows classroom interaction to measure the successfulness of the curriculum implementation. Molapo (2016, p. 19) in his study stated that internationally, profiles to implementation are themed as “poor involvement of educators in the curriculum development (top-down approach)‟‟. He alluded that teachers are not involved in the curriculum development; hence they are resistant to curriculum change implementation. When teachers are not involved in the designing and development of the curriculum, chances of experiencing challenges during the implantation are very high because they have no idea of the changes.
However, Hall and Hord (2006) argued that a top down management approach can work only if there could be continuous training for teachers, continuous communication, monitoring and feedback to implementers.
2.8.2 Capacity to innovate
This constructs is based on the attempt to understand factors that are probable to support or hinder the implementation of new ideas and practices in the new curriculum in schools. This construct recognises that schools differ in terms of their capacity to implement innovations (Rogan & Grayson, 2003). The possible factors are grouped under four categories: (1) physical resources, (2) school ethos and management, (3) teacher factors, and (4) learners‟
factors (Rogan & Grayson, 2003). Physical resources may be referred to assets such as the school buildings, toilets, textbooks, libraries, laboratories and offices. Fullan (2007) argues that access to physical resources is essential because poor conditions and inadequate resources can bound the performance of the most talented teachers and learners to successfully implement curriculum. Physical resources are important in implementation of the curriculum because teachers are sometimes hindered by the resources to successfully implement curriculum reform. Resources such as textbooks, annual teaching plans and exam guidelines are essential to give teachers direction on how to go about implementing
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curriculum. Egan (2003) added that inadequate of resources deprive teachers from providing quality teaching and effective implementation of curriculum changes.
The teacher factor can be described as teacher qualification, background training, confidence and commitment (Molapo, 2016). Teachers‟ qualification, confidence and commitment are very important for a teacher for quality implementation. When teachers are confident and commitment about the curriculum content, positive results appear. Learner factors can be referred to language use by learners, support from home and commitment. Language is one of the challenges that affect successful implementation of curriculum changes. If learners do not understand the medium of instruction, teachers find it difficult to provide quality implementation of curriculum. In all the South African curriculum reforms, language has been seen as an on-going challenge. Learner support from home is very important. Many studies revealed that teachers have a challenge of lack of support from parents. Lack of support includes learners not doing their homework because parents are not supportive.
School Ethos and Management plays an integral part in curriculum implementation.
Management of the school must have policies on how to manage a school and support policies within the school. All these sub-constructs will be applied in this study.
2.8.3 Support from outside agencies
Outside agencies may include all the organisations which may take part in the curriculum implementation. These organisations are there to provide support and monitoring on the curriculum changes in the school context. In this study, outside agencies involved Department of Education (Subject advisors, Circuit managers) and the teachers‟ union (SADTU). This constructs focuses on providing support on the practices rather than the effects (Rogan & Grayson, 2003, p. 192). According to Rogan and Grayson (2003), there two sub-constructs in this construct which is material support and non-material support. Material support may include the provision of physical resources such as school buildings, books, and direct support to students (such as a school feeding scheme). Non-material support is provided in the form of professional development (Rogan & Grayson, 2003). Professional development involves the training on curriculum changes for teachers. These outside agencies play an integral part in the curriculum implantation in schools.