THE ROAD SAFETY EDUCATION PROGRAMME: A JOURNEY INTO THE

This study‟s aim was to solicit the beliefs, attitudes and perceptions of the teachers to the implementation of the road safety education programme in the context of curriculum change in five primary schools in the Pietermaritzburg Region. It is the beliefs and the attitudes of the teachers that imply assumptions about curriculum change and implementation that was the major focus of this study. The implementation of the road safety education programme was studied in the context of curriculum change. This was done by using a qualitative research methodology. A case study research method was employed to gather data. Through semi-structured teacher interviews, classroom observations and learner administered questionnaires, the researcher was able to answer the three critical questions of the study. For the analysis of the data, interpretative phenomenological analysis (IPA) was used. The analysis of the data revealed that despite the teaching and learning constraints that teachers experience in the classroom with implementing curriculum change, they do the best that they can. They implemented the road safety education programme in ver