Assessing Resource Support for Grade 10 Accounting Teachers in South African Schools: Insights from Teachers Perspectives

Assessing Resource Support for Grade 10 Accounting Teachers in South African Schools: Insights from Teachers Perspectives

Anele May & Motalenyane Alfred Modise

Issue: Vol. 6 No. 12 2025 Article 4 pp. 1299 – 1308
DOI : https://doi.org/10.38159/jelt.20256125 | Published online 29th December, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This empirical research paper assessed resource support for accounting teachers in South African schools, which mostly depended on the insights of teachers’ perspectives. This paper discusses the kind of teaching resources that accounting teachers in Grade 10 require to provide effective teaching for Grade 10 Accounting learners in South African schools in the 21st century. In addition, this paper proposes strengthening the understanding and use of technological resources for accounting teachers to enhance curriculum implementation. Furthermore, the study employed a qualitative research approach and semi-structured interviews were administered to the 5 participants who were teachers in Lejweleputswa District in the Free State Province of South Africa (female-60%, male-40%, Post level: PL2 -60%, PL3-40% black- 80%; White-20% age range from 26 to 51). They completed a semi-structured interview on their views about professional development activities that accounting teachers require to provide quality teaching. The data was thematically analyzed using open-coding. Findings suggest that continuous workshops are critical to update accounting teachers with new developments in Accounting. The different and innovative ways of teaching accounting need special attention. The study further indicated that the use of technology in teaching accounting must be emphasis in the 21st century to produce learners equipped with skills. In light of the findings, the paper argues that accounting teachers may need to acquire strategies for teaching accounting and improve their skills in teaching the subject in the 21st century, using upgraded technological resources.

Keywords: Resource support, accounting teaching, teachers’ perspective, Empirical research, Technological resources.

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AUTHOR(S)

Anele May (M. Ed, Accounting Education) works as a Lecturer at the Central University of Technology, South Africa. His research focuses on Commerce Education, ICT in Accounting, and Introduction to classroom research. He is an emerging scholar who is still willing to learn and looking forward to more collaborations.

Prof. Motalenyane Alfred Modise is an Associate Professor at Central University of Technology (CUT) in Free State Province, former Departmental Manager, former Acting Assistant Dean: Teaching and Learning, former Acting Senior Director of Research Development Support and PG Studies and currently Assistant Dean: Research, Innovation and Engagement at CUT, Free State Province. His research interests include accounting, transformation and change, pre-service teachers’ development, and pedagogical content knowledge. He is a member of the following committees: Member of Senate, Title Registration Committee, Faculty Research Committee, Faculty Board Member, University Research & Innovation Committee, Research Forum, Ethical Committee, Promotion Committee, Community Engagement Committee, International Committee, Deputy President of Southern African Society in Education (SASE). He has proven himself as a scholar by presenting papers at both national, international conferences. He has published papers in different Journals and supervised masters and PhD students. He receives funding for different projects from different stakeholders.

TO CITE ARTICLE

May Anele, and Motalenyane Alfred Modise “Assessing Resource Support for Grade 10 Accounting Teachers in South African Schools: Insights from Teachers Perspectives.” Journal of Education and Learning Technology 6, no. 12 (2025): 1299 – 1308. https://doi.org/10.38159/jelt.20256125.