Teachers’ Perceptions of School Readiness Among Grade 1 Learners in Lesotho Schools: The Case of Roma Valley

Julia Chere-Masopha

Abstract


The study investigated teachers’ perceptions of school readiness among children who start Grade 1 in government primary schools in the Roma Valley in Lesotho. Compared to the privately owned schools, the three government schools from which teachers were recruited for this investigation had limited infrastructure, facilities, and resources. In addition, these schools practised static teaching and each had only one teacher who had experience of working with children who start formal schooling for the first time. In a way, the teachers who participated in this study were self-selective. A qualitative approach that used semi-structured interviews was used to explore the perceptions of these teachers. Data collected were analysed using a thematic approach. According to the teachers participating in this study, most children in Lesotho start formal schooling unprepared and without any foundational education background. They associated children’s lack of readiness among these children with a lack of foundational education. As a result, these children struggle to adapt to the school environment. These teachers further pointed out that factors such as age, disability, gender, and socio-economic background can influence the speed at which the children adapt to school life and culture. This study recommends that the government should find strategies that support the implementation and monitoring of a policy on children and foundational education. Further, there should be programmes that educate parents about foundation education and that support teachers to work with children who do not have a background of foundational education when they begin formal schooling.

https://doi.org/10.26803/ijlter.21.9.17


Keywords


school readiness, foundational skills, learner-preparedness, teachers’ perceptions, formal schooling

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References


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