Professional Curriculum Practice of Economic and Management Sciences Teachers: A Case of Financial Literacy Teaching

Abstract

This paper investigates the professional curriculum practice of economic and management sciences (EMS) teachers in teaching financial literacy. Financial literacy is the accounting part of EMS. Studies confirm that EMS, as a subject, especially the financial literacy part, deals with the logical, systematic, and accurate selection and recording of financial information and transactions, as well as the compilation, analysis, interpretation, and communication of financial statements and managerial reports for use by interested parties. The study was qualitative, with three participants selected from one rural school in the Thabo Mofutsanyane education district. In-depth interviews were used to gather information regarding the professional curriculum practice of EMS teachers and how they teach financial literacy. The data were then analyzed using the lens proposed by Laws, Harper, and Marcus (2003), which involves identifying various themes that respond to the research questions. The study revealed that there were inadequate accounting cash journal subject content knowledge, and ineffective collaboration during financial literacy lessons. The findings suggest that there should be frequent lesson observations conducted to assist EMS teachers to teach financial literacy. However, concerted efforts should be made by heads of departments and subject advisors to capacitate teachers through sharing of instructional resources, and creating space for team teaching/collaboration among teachers at the school and beyond.