Exploring Selected Teachers’ Perceptions of Using Learner-Centred Approaches at Dzindi Circuit Secondary Schools

Abstract

Teachers’ perceptions regarding teaching approaches are indispensable in education. This study explored selected Grade 10 English First Additional Language (EFAL) teachers’ perceptions of using learner-centred approaches at Dzindi Circuit secondary schools, South Africa. The population of this study comprised 21 teachers from the same circuit. Using a 20% population sampling norm, four purposively selected teachers participated in this study. The study adopted a qualitative research method to gain in-depth knowledge of these approaches. Protocols relating to classroom observations and interviews were applied to clarify the data collection processes. Thematic analysis was used to interpret data because it systematically organises complex data sets and packages the themes accordingly. After analysing empirical studies from 2023 to 2024, based on the impact of learner-centred approaches on academic performance, a preliminary study conducted on three teachers who were not part of the target showed learners’ poor competence in essay writing. However, after employing learner-centred approaches, learners performed outstandingly. This study’s implication is that learners and teachers can benefit from using learner-centred approaches. Future researchers can investigate the indispensability of these approaches. The study recommends teachers' frequent use of learner-centred approaches to promote learners’ success in education.