Educators’ perceptions about implementing a road safety education programme in the context of curriculum change

Abstract

This study’s aim was to explore the perceptions of the teachers to the implementation of the road safety education programme in five primary schools in the Pietermaritzburg Region, South Africa. The Department of Transport in collaboration with the Department of Basic Education implemented a road safety programme in primary schools. The study was done by using a qualitative research methodology framed by an interpretive paradigm. Through semi-structured teacher interviews, the researchers were able to answer the two critical questions of the study. Five teachers from five different schools were selected for the study. The data were qualitatively analysed and six themes identified. The findings indicated that teachers were positive about the road safety education programme but that they did not always have the necessary support from colleagues and resources necessary for implementing the programme successfully. They also did not have any feedback/reflections on the programme from management, colleagues or learners to help them improve the implementation process. It is recommended that schools provide resources for the implementation of the programme. The Principals must also provide an environment where discussion and reflection on the implementation process is encouraged.