Abstract:

The study sought to explore the perceptions of teachers on the integration of folktales in siSwati culture instruction in primary schools of the Lubombo region of Eswatini. The study adopted the intepretivist research paradigm which was used with the qualitative research approach and a case study research design. Utilising a sample of six (6) schools that were drawn from a population of 133 schools using the simple random sampling technique, two (2) teachers from each school were purposively selected to take part in the study giving a total of twelve (12) teachers that took part in the study. The study was based on the following research questions: What are the teacher’s perceptions of integrating folktales in siSwati culture instruction in primary schools? How do learners benefit from integrating folktales in siSwati culture instruction in primary schools? What challenges do teachers encounter when integrating folktales in siSwati culture instruction in primary schools? How can the challenges that siSwati teachers encounter when integrating folktales in siSwati culture instruction in primary schools be minimized? The data were gathered using a semi structured interview guide and a questionnaire which consisted of open-ended questions. Data were analysed thematically using Thematic Content Analysis. The study found that teachers perceived the integration of folktales in siSwati culture instruction as a very effective method of teaching siSwati culture. This is because the culture of Emaswati is embedded in folktales. Another finding was that very few folktales are taught at primary school level and this makes it difficult for teachers to integrate them in their teaching of culture. Another challenge was that folktales utilise words that are not commonly used as well as make reference to siSwati items and objects that are no longer in use, hence some teachers find it difficult to understand these folktales. The study therefore recommended that more folktales be added in the siSwati syllabus and also that siSwati cultural places such as Emsamo should be visited to see some of the items and objects that are no longer in use. Resource persons and parents should be engaged to tell folktales to learners in schools.

Keywords:

Perceptions, instruction, integration, folktales, culture, Thematic Content Analysis, intergenerational learning.