Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

Keene Boikhutso, Baamphatlha Dinama, Moffat Fanah Kgotlaetsile


This study investigated the perceptions of the role of Botswana’s social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana’s social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms.

Full Text:




  • There are currently no refbacks.

Paper Submission E-mail:

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. 

If you have any questions, please contact: