Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective

This study examined the challenges experienced in implementing the Grade 12 Mathematics curriculum in Community Learning Centres (CLCs). The study aimed to identify these challenges and explore the factors influencing challenges experienced by teachers towards curriculum implementation. The study utilized a multiple case study design and qualitative methods, to explore the challenges towards curriculum implementation. The data was collected through structured interviews with 12 teachers from different CLCs. Thematic analysis was used to analyse the data and identify key insights and findings. The participants of the study involved 12 teachers from different CLCs in Gauteng Province, South Africa. Through a comprehensive review of existing literature and the results from the interview questions, the study identified resource constraints, socio-economic disparities, teacher capacity issues, and infrastructure limitations as primary obstacles to effective curriculum implementation. Despite these challenges, many teachers demonstrated positive attitudes towards the curriculum, although frustrations persist due to inadequate resources, limited support, and insufficient training. The study recommends targeted interventions and policy initiatives to address these challenges, including investing in teacher training and professional development programs, addressing resource constraints and infrastructure limitations, and fostering collaboration among stakeholders. By strategically addressing these challenges through the adoption of deliverology and implementation of science frameworks, CLCs have the potential to optimize student outcomes and foster equitable access to high-quality education for all students.