The introduction of the outcomes-based education (OBE) approach in South Africanschools over a decade ago led to a discrepancy between the teachers knowledgeof the traditional curriculum and the curriculum based on OBE principles. Adoption of the OBE approach was not an easypassage for most teachers to manage knowledge in education in South Africa.Lack of resources and inadequate professional development and training were -and still are - one of the major challenges facing teachers in transforming theeducational system. Not having the capacity to usher in the changes at the classroomlevel has led to untold levels of anxiety, stress and tension within theteaching community. These developments contributed to the existence of a phobiain the educational environment; namely, Tobephobia (TBP). In this paper, TBPalludes to the fear of failure experienced by teachers to achieve plannededucational outcomes. Therefore, this exploratory research examined thequestion, What is the impact of TBP and OBE on teachers? A survey wasconducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The resultsconfirm the very negative impact of TBP and OBE on teachers. Associated withthis finding are the high levels of anxiety, stress, and the fear of theoutcomes in education experienced by these teachers. In dealing with TBP, it isof vital importance that teachers become aware of their fears, identify theirways in which they express fear, recognise the situations that trigger fear anduse appropriate strategies to reduce fear and stress in their lives.
Teacher capabilities in a multicultural educational environment: an analysis of the impact of a professional development project
