Perceptions of secondary school mathematics teachers and the challenges faced in implementing grade 9 curriculum: A case of two schools in Lesotho

The recent curriculum reform in Lesotho included localization of the secondary school curriculum, part of which meant a shift from a 5-year to a 4-year program. This affected the mathematics curriculum in terms of what was to be taught at different levels, thus affecting teacher preparedness for implementing the new curriculum. This study seeks to investigate the challenges faced by the teachers of mathematics in implementing the Lesotho general certificate of education mathematics curriculum in grade 9, and the perceptions that the teachers have about this curriculum. A qualitative case study approach was employed. Interviews, classrooms observations and document analysis were used for data collection. Data was analyzed thematically. Results indicate the challenges teachers experienced which included inadequate training for the reform, lack of monitoring and insufficient resources; leading teachers to mostly using teacher-centered approaches in their classrooms. These results suggest that teachers need capacitation for curriculum reform implementation.