Perceived Contribution of Stakeholders to the Teaching and Learning of Agriculture in Eswatini

Abstract

The success of every organisation including schools depends on the effectiveness of stakeholder contribution. Unfortunately, no research has been conducted on the contribution of stakeholders in the teaching and learning of Agriculture in Eswatini. Thus, the purpose of the study was to determine the stakeholders’ contributions to the teaching and learning of Agriculture in Eswatini. The study was a descriptive survey, and purposively sampled 27 schools from high performing and low performing categories in order to have a representation. All the 64 agriculture teachers from these schools participated in this study. A questionnaire was used in data collection. Three experts from the Department of Agricultural Education and Extension and two agriculture teachers validated the questionnaire. Thirty agriculture teachers not involved in the study were used in pilot testing to establish inter-item reliability using Cronbach’s Alpha and the reliability coefficient was .82. Data were analysed using descriptive statistics. Results revealed that the head teachers contributed to the teaching and learning of Agriculture in Eswatini by sharing their visions and providing necessary resources. Agriculture teachers contributed by learning continuously and attending classes. Learners contributed through self-discipline and active involvement in the learning process. The Ministry of Education and Training contributed through supporting the school initiative. Parents contributed by showing interest on learners’ academic affairs. Lastly, community contributed by providing material and financial assistance to needy students. Therefore, the study recommended that stakeholders should collaborate with schools to assist the teaching and learning of Agriculture in Eswatini.