Strategies for improving professional curriculum leadership in accounting classes of Lesotho

Abstract

This study aimed to design strategies to improve professional curriculum leadership in accounting classes in Lesotho; these strategies will help contribute to knowledge, especially in accounting. In order to achieve this aim, the following objectives were highlighted throughout the study: to determine the nature and scope of professional curriculum leadership in accounting classes in Lesotho, to establish perceptions of accounting curriculum leaders in Lesotho secondary schools regarding the practice of curriculum leadership, and to propose strategies to improve professional curriculum leadership in accounting classes in Lesotho. Accounting curriculum leaders in Lesotho are expected to engage with professional curriculum practice, thus, to improve the performance of learners in accounting classes. However, there is a need for a shared vision regarding knowledge of curriculum and learning programmes. Presently, there is a lack of proper lesson planning and presentation, and inadequate application of learning assessment and recording. Additionally, there is lack of teaching and learning resources, and teachers do not work as a dedicated team. Accounting education in Lesotho has been underachieving in terms of the expected pass rate of learners in Form E (Grade 12). The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology, and teaching and learning in a connectivist learning environment; these connections are made in learning ecologies, communities and networks. The study used a qualitative research design that applied semi-structured interviews and lesson observations. Thematic analysis was used to interpret findings. Among the findings are that accounting curriculum leaders are not engaging fully in their leadership practices, as there is no shared vision relating to knowledge of curriculum and the learning programme, and there are no proper lesson planning and presentation, due to lack of teaching and learning resources. The study’s main recommendation is that further research is undertaken to answer the following question: Why are accounting curriculum leaders, as professional bodies, not more involved in accounting curriculum planning and design in their leadership practices?