Teachers’ and principals’ challenges in implementing Life Skills Education at secondary schools in Lesotho

Nthofela Tsiu

doi:10.38140/ijsie.v1i1.1284

Authors

Nthofela Tsiu University of the Free State, South Africa

DOI:

https://doi.org/10.38140/ijsie.v1i1.1284

Keywords:

Life Skills Education, Principals’ challenges, Teachers’ challenges, Secondary schools

Abstract

Lack of training complicates the teaching and learning process. This study explores teachers' and principals’ challenges in implementing Life Skills Education (LSE) at secondary schools in Lesotho. Few graduate teachers received short-term training on LSE; hence, most teachers already practising in schools cannot teach LSE. The findings also revealed that teachers encountered challenges implementing LSE in Lesotho secondary schools. The results indicated that teachers feel troubled when teaching LSE for multiple reasons. These include the lack of skills of unqualified teachers and teachers' lack of confidence and interest. As a result, teachers turn to inappropriate teaching methods. The results indicated that sexuality education and HIV and AIDS could challenge the delivery and implementation of LSE schools. Thus, teachers need to acquire appropriate training and teaching methods in LSE.

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