Teachers’ challenges in the understanding of creative writing as dictated by policy documents governing the teaching of english

  • Rebecca Manning

Abstract

This paper reports on a research that explored teachers’ challenges in the understanding of creative writing as dictated by policy documents governing the teaching of English. The study was quantitative in nature. A random sample of three hundred learners and seventy five teachers participated in the study. The SPSS 14 software was used to analyse quantitative data gathered through the use of a questionnaire. The study revealed that the majority of educators claimed to have an understanding of creative writing as dictated by policy documents governing its teaching in schools. However, It has been observed that the understanding of the policy does not translate into implementation. The paper recommends that educators should look at the relationship between their understanding of the policy documents governing the teaching of creative writing and the implementation in the classroom setting.

Keywords: English, Teachers, Writing, Policy, Outcomes, Curriculum, Planning, Research

Published
2017-11-22
Section
Articles

Journal Identifiers


eISSN: 1596-9231