Assessing the Threads Affecting the Pedagogical Content Knowledge of Business Studies Teachers in Fezile Dabi District
Thulo Mofokeng 
& Matsolo Mokhampanyane
Issue: Vol.6 No. 9 2025 Article 6 pp.787 – 799
DOI : https://doi.org/10.38159/jelt.2025696 | Published online 26th September, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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
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Prof. Matsolo Mokhampanyane is an Accounting Education Associate Professor in the Faculty of Humanities within the Department of Language and Social Science Education at Central University of Technology, Free State, South Africa. Her research focused more on Accounting content Knowledge, Pedagogical content knowledge, Transformative pedagogy, and Action research.
Thulo Mofokeng is a Senior Education Specialist for Business Studies in Fezile Dabi District, Free State Province, South Africa. His study focuses on enhancing the Pedagogical Content Knowledge of Grade 10 Business Studies teachers.
Mofokeng, Thulo, and Matsolo Mokhampanyane. “Assessing the Threads Affecting the Pedagogical Content Knowledge of Business Studies Teachers in Fezile Dabi District.” Journal of Education and Learning Technology 6, no. 9 (2025): 787 – 799. https://doi.org/10.38159/jelt.2025696.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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