ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA

Abstract

Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual’s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other. Key words: district officials, science teachers, primary schools, collaboration, South Africa.