Abstract:-This study sought to examine the teaching and learning of practical subjects in primary schools. The main focus of this study was how the practical subjects are taught in one school in the Hhohho region of Swaziland. The study examined the experiences and perceptions of learners and teachers. A qualitative approach case study research design in which one-on-one interviews and observations were used to collect data was used. Data were analysed for content and conclusions were drawn. The main conclusions of the study were that practical subjects are timetabled to be taught in primary schools. The study also concluded that practical subjects sharpen the brains of the learners. The main findings of the study were that practical subjects are essential in the holistic development of the learner. It was also a finding in this study that most teachers and learners have a positive attitude towards practical subjects albeit that some teachers lacked confidence in teaching the subjects. The study recommends that teachers be assisted through workshops and short courses to boost their confidence in teaching practical subjects. The study also recommends that policies be put to place in order to ensure that practical subjects are taught in primary schools.

Classroom instructors have a task to choose the most appropriate strategies for effective teaching to enhance student achievement. The study sought to establish factors that influence classroom instructors to select suitable instructional strategies to use for teaching SiSwati as a first language in primary schools in Eswatini. The   study adopted an interpretive paradigm where a qualitative research approach and a multiple case study were used. Schools and teachers were purposively sampled. The study used face to face interviews as a primary research instrument, document analysis and observations supplemented the interviews. Thematic analysis was used to analyse data.  The findings of the study revealed that learners who were highly and responsive to instruction easily comprehend when taught in a variety of complex ways. The study revealed that once learners perform well, teachers used routine instructional methods. The study concluded that most teachers struggle in selecting appropriate teaching strategies when teaching Siswati. It was recommended that the Ministry of education should engage subject specialists who will assist teachers in selection of appropriate teaching strategies for the types of learners they have. It was also recommended that school administrators should allocate only teachers who are  qualified and experienced in teaching the Mother Tongue.

This paper sought to establish primary school English Language teachers" experiences that they encounter during schools" inspection. Underpinned by the MacBeath Cube theory of Evaluation, a qualitative research approach was adopted where a case study research design was utilized with a purposively selected sample of fourteen (14) primary school English language teachers who had been picked from two schools that had been identified as underperforming. Data were analysed using thematic content analysis. The paper was based on the following research questions: What are the challenges encountered by English language teachers during schools" inspection? How can the challenges encountered by English Language teachers during schools" inspection be minimized? The findings of the study revealed that some of the challenges encountered by English language teachers during schools" inspection were that, inspectors disrupted teaching and learning as they came unannounced; inspectors harassed, rudely reprimanded and disrespected the English language teachers; inspectors instilled fear on the teachers because they harshly criticized them and they also confused the teachers as they gave different insights on how best to teach English Language; inspectors threatened teachers with their jobs. The findings further revealed that all these challenges could be minimized if inspectors could respect teachers and provide constructive criticism. Based on the findings, the study recommends that inspectors should annually plan and announce dates for their visits and that the inspectors should follow the inspection guidelines when they visit schools. The study further recommends that the Ministry of Education should establish a policy which protects teachers from being harassed by the inspectors.

Abstract

Classroom instructors have a task to choose the most appropriate strategies for effective teaching to enhance student achievement. The study sought to establish factors that influence classroom instructors to select suitable instructional strategies to use for teaching SiSwati as a first language in primary schools in Eswatini. The   study adopted an interpretive paradigm where a qualitative research approach and a multiple case study were used. Schools and teachers were purposively sampled. The study used face to face interviews as a primary research instrument, document analysis and observations supplemented the interviews. Thematic analysis was used to analyse data.  The findings of the study revealed that learners who were highly and responsive to instruction easily comprehend when taught in a variety of complex ways. The study revealed that once learners perform well, teachers used routine instructional methods. The study concluded that most teachers struggle in selecting appropriate teaching strategies when teaching Siswati. It was recommended that the Ministry of education should engage subject specialists who will assist teachers in selection of appropriate teaching strategies for the types of learners they have. It was also recommended that school administrators should allocate only teachers who are  qualified and experienced in teaching the Mother Tongue.