The mismatch between training and demand of accounting teachers in Limpopo secondary schools

Takalani Tshiovhe, Takalani Musetha, Mashudu Nenzhelele and Ratau Monobe
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Takalani Tshiovhe: University of Venda
Takalani Musetha: University of Venda
Mashudu Nenzhelele: University of Venda
Ratau Monobe: University of Venda

International Journal of Research in Business and Social Science (2147-4478), 2024, vol. 13, issue 8, 225-233

Abstract: The study sought to examine the obstacles encountered in the teaching and learning of Accounting in the Vhembe East District, Limpopo Province. A qualitative methodology was employed, utilising interview schedules to gather data from six (6) topic advisors, six (6) principals, and six (6) heads of departments. The data was synthesised in accordance with the primary research objectives, revealing that EMS, a fundamental component of accounting in Grades 8 and 9 (Senior Phase), is instructed by educators lacking pedagogical subject understanding in Accounting. Several topic advisers and educators lack specialisation in Accounting, resulting in deficiencies in professional development for these Accounting instructors. Accounting is discontinued without parental involvement. School principals do not endorse the advancement of accounting education. The report advises that the Department of Basic Education should address the issue of unqualified instructors in grades 7-9. Specialist accounting educators and subject consultants must furnish instructors with content and pedagogical expertise to facilitate the proper implementation of the accounting curriculum. Subject advisers, principals, and departmental heads should promote the use of contemporary teaching practices that facilitate collaborative learning among students in small groups to comprehend accounting topics. Key Words:Qualification, Retention, Professional Development, Pedagogy, Training Gap

Date: 2024
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