THE FORMATION OF SWAZILAND AGRICULTURE TEACHERS’ ASSOCIATION FROM 1978 - 2019

Abstract

Subject teaching associations including Swaziland Agriculture Teachers’ Association (SATA) rarely receive
research attention; yet they contribute to teacher professionalism, subject knowledge and pedagogy. No
study has been conducted on the history of SATA in Eswatini, hence the study sought to document the
history of the formation of SATA. The study is a historical research design employing the interpretivism
approach. The study utilised multi-methods in data collection, namely: document analysis, semi-structured
interviews and focus group discussions (FGDs). Primary sources were used in document analysis. Fifteen
informants selected through snowballing were interviewed using the semi-structured interview guide.
Nineteen agricultural education experts participated in two FGDs. Data from semi-structured interviews and
FGDs were analysed using narrative analysis whereas content analysis was used on primary data sources.
Findings revealed that working extra hours, stigmatization of both agriculture teachers and the subject,
poor remuneration of agriculture teachers and overlooking of agriculture teachers during appointment to
leadership positions in the schooling system were the reasons that justified the formation of SATA. The
pioneers convened meetings, inaugurated SATA, held executive committee elections, and crafted SATA
constitution. In conclusion, SATA was formed to serve professional development needs of agriculture
teachers and the formation was spearheaded by pioneers. SATA executive committees must ensure the
relevance of the association to agriculture teachers.
KEY WORDS: Historical research design; informants; participants; primary sources; Swaziland Agriculture
Teacher Association; teacher professional development.