DOI: 10.36347/sjahss.2017.v05i05.005

Pages: 455-462

This study sought to find out teachers’ views regarding the adoption of the New Schools Curriculum in Zimbabwe. The study adopted the qualitative research paradigm and the case study design. It focused on rural primary and secondary school teachers in Hwange District of Matabeleland North Province in Zimbabwe. The study population comprised rural primary and secondary school teachers in the area under study and a sample of 20 (N=20) teachers (10 from the primary and 10 from the secondary school sector) was considered for the study. The sample was obtained through Purposive sampling method and Interviews were used as the research technique. Consistent with qualitative inquiries, interpretive phenomenological analysis (IPA) of the generated data was done and the data was presented in point form.