The experiences of primary school educators with the national reading strategy(nrs) in Mbabane circuit, Ingwavuma.

Abstract

Given the need to employ effective reading strategies in the primary school, this article sets out to address the question of primary school educators’ experiences with the National Reading Strategy (NRS). The study focuses on six (6) primary schools in the Mbabane Circuit at Ingwavuma in theUMkhanyakude District, in the province of Kwa-Zulu Natal in South Africa. Forty (40) primary school educators from selected schools within the circuit took part in a quantitative survey. Pearson’s chi-square was employed to explore the relative effects of teachers’ biographical data and their experiences with the NRS. The findings suggest that teachers’ gender, job title, teaching phase, and experience in years and qualifications had an influence on their experiences with the NRS. On the other hand, teachers’ age was shown to have no relationship with their experiences with the NRS. This study confirms the importance of understanding how teachers’ biographical data relate to and impact on reading intervention strategies.

Keywords: National Reading Strategy, primary school, educators’ experiences, demographic characteristics.