Teachers’ Perspectives on the Challenges of Implementing Vygotsky’s Social Constructivist Outcome-Based Assessment in Secondary Schools in Botswana
Abstract
This study examines teachers’ perspectives and challenges in implementing outcome-based assessment (OBA) at Tsabong Unified Secondary School in Botswana using Vygotsky’s social constructivist framework to explore how teachers’ interactions shape assessment practices. Despite OBA’s introduction, challenges include teacher preparedness and resource limitations. A mixed-methods approach was employed, with questionnaires surveying 50 teachers and interviews administered to 10 of the participants. The questionnaires were used to generate quantitative data while semi-structured interviews provided deeper qualitative insights into teachers’ experiences, conceptions and instructional adjustments related to OBA. The sampling of the 50 teachers was done through convenience sampling to ensure participation from those familiar with OBA and actively engaged in its application in order to attract interested teachers and those knowledgeable on the use of OBA. Deductive analysis tested the hypothesis that teachers faced challenges, while inductive exploration identified strategies to overcome them. Findings revealed inadequate training, time constraints and misalignment between OBA expectations and available resources as major barriers, contributing to mixed or negative teacher attitudes toward OBA. However, teachers expressed a willingness to adopt OBA if provided with structured support, clear guidelines and adequate resources. Additionally, some teachers reported successes in using OBA to improve student engagement and critical thinking skills in their classrooms despite systemic limitations. Recommendations include comprehensive, ongoing professional development, structured mentorship programs, dedicated planning time and consistent leadership support to address barriers and enhance OBA effectiveness in secondary schools. Future research should explore policy-level interventions and long-term impacts of OBA on student achievement and teacher efficacy.
https://doi.org/10.26803/ijlter.24.4.25
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