Assessing the Threads Affecting the Pedagogical Content Knowledge of Business Studies Teachers in Fezile Dabi District

This empirical paper discussed the threats affecting business studies teachers’ pedagogical content knowledge (PCK). The paper was couched in Critical Emancipatory Theory (CER), which focuses on the empowerment of marginalised groups. The research paradigm is Transformative under Qualitative research. The study used PAR as a research methodology to generate data and take a thematic approach to analyse data. A focus group study comprised of the three Business Studies teachers, one parent, and a subject advisor responsible for the subject at the district. The application of teachers’ PCK is affected by different school environments and the various contextual factors, which pose a threat to how teachers blend subject matter knowledge with the appropriate teaching methodology to affect learners’ academic performance positively. The government’s investment in education will not yield results if threats to teachers’ PCK are not addressed. This study sought to assess the threats affecting the PCK challenges of Business Studies teachers and what strategies are in place to circumvent these threats. The study found that various factors that threatened teachers’ PCK were oversight of learners’ diversities, lack of instructional strategy and shortage of teaching resources and outcomes. Considering the findings, the study recommends manageable classes and strategies for teachers to improve their teaching methodology. Teachers should also participate in programs that the Department of Education provides to mitigate the threats to their PCK. The elements of critical theory were achieved because power was given back to communities, and there is hope due to emancipation given to marginalised communities. Keywords: Critical Emancipatory Theory, Teaching Conditions, Qualitative Research, Educational Threats, Instructional Strategy