Teachers’ proof or teacher proof? The influence of performativity on teachers’ practice in South African classrooms

Abstract

Using the meta-theoretical tenets of social constructivism and the conceptual framework of Stephen Ball (2003), this qualitative study  investigated teachers’ perceptions and practices in highly regulated reform policy contexts. Data capture involved semi-structured  interviews and observations conducted over the period of a school year. Findings revealed that accountability and performativity  measures that are aligned with the current reform have increased the complexity of teachers’ practices, intensified labour and  heightened their need for compliance. The data revealed a dissonance between the perceptions of policy bureaucrats and teachers in relation to the efficacy of statistical goals within the paradigm of performativity. However, the main factor that motivated teachers’  compliance and conformity hinged on the creation of a favourable impression and an appeasement of external agents. The central  position of this article, however, holds that suppressing teachers’ professional judgement leads to the neglect of crucial learning goals  such as learner motivation and critical thinking which are crucial aims of schooling. English teachers are best placed to support this type  of learning, but it is doubtful whether silenced teachers can raise critical learners.