Challenges Faced by Novice Teachers in Implementing the Business Studies Curriculum at a Secondary School in the Mahwelereng Circuit, Mogalakwena District, Limpopo Province, South Africa

Abstract: The study investigated challenges that new Business Studies teachers in secondary schools encountered while trying to implement the Curriculum and Assessment Policy Statement (CAPS) in the Mogalakwena District, Limpopo Province, South Africa. The researchers used semi-structured interviews and classroom observations with five novice teachers to collect data. The results indicated that these teachers faced a complex range of interconnected challenges, including insufficient teaching resources, overcrowded classrooms, low learner motivation, and inadequate guidance on curriculum interpretation. The teacher’s reliance on informal peer support and self-initiated strategies implies that they have limited access to formal mentoring and professional development. Observations revealed that learners' learning was limited by problems of classroom management, teacher-centred instruction, and few practical activities. The difficulties experienced by the teachers were made worse by insufficient infrastructure and lack of administrative support which in turn, affected the teachers' confidence and self, efficacy negatively. The research findings point out that an organized mentorship program, ongoing subject related professional development, better access to teaching materials, and a school environment that supports, are factors that will lead to an improvement in the instructional effectiveness of newly qualified teachers. Enhancing teacher collaboration and the availability of support from the school can create further opportunities for professional development and bring about an improvement in learner outcomes. These findings offer an important knowledge base for policy makers, school management teams, and other education stakeholders that are committed to improving curriculum delivery in rural schools of South Africa.