Exploring foundation phase teachers’ experiences and perceptions of the challenges that impede school readiness

Abstract

Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness. The research questions for this study probed the challenges that impede the school readiness of Foundation Phase learners of low-to middle-income background; the consequences of poor school readiness on learners’ school performance; the challenges encountered in the classroom by teachers regarding learners with poor school readiness; and the programmes used to assist children with poor scholastic performance. The study was informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the environment shapes the development of a child. The study adopted a qualitative methodological framework with an exploratory research design. The design was suitable since limited literature exists on this topic, thus proving in-depth information of Foundation Phase teachers about the phenomenon under study. Furthermore, a total number of 20 participants were included in this study, and participants were purposively selected. Data was collected by means of semi-structured individual interviews and was thematically analysed.