Teacher training and professional development regarding Screening, Identification, Assessment and Support (SIAS) policy implementation

This dataset contains qualitative data collected to explore teacher perceptions of how teacher training and professional development support the implementation of the Screening, Identification, Assessment and Support (SIAS) policy in classrooms. The dataset includes semi-structured interviews and focus group discussion transcripts from twelve teachers across three primary schools in Gauteng Department of Education, with four teachers participating from each school. The sample was purposefully selected to include a School-Based Support Team (SBST) coordinator and one teacher from each teaching phase (Foundation Phase: Grades 1-3, Intermediate Phase: Grades 4-6, and Senior Phase: Grade 7). Data were collected over two non-consecutive weeks using an interview guide focused on teachers' views of teacher training and professional development in relation to the implementation of the Screening, Identification, Assessment and Support processes in their classrooms. Semi-structured interviews were conducted individually with each participant, followed by focus group discussions aimed at deepening the topic. All interviews were audio-recorded and transcribed verbatim using Turboscribe. To protect confidentiality, participants' names were removed and replaced with identifiers (Teacher 1 through Teacher 12). In addition to the semi-structured interviews and focus group discussions, document analysis was employed as another source of information to support the researcher's topic of interest. The documents analysed included the Education White Paper 6, the Screening, Identification, Assessment and Support policy, the National Policy Framework for Teacher Education and Development in South Africa, and relevant school-based documents such as minutes and circulars that aligned with the study's findings.
The dataset was analysed using the thematic analysis, following an inductive approach that allowed themes to emerge directly from the raw data. Five overarching themes were generated: (1) Inclusive education and support structures; (2) Perspectives and knowledge of the Screening, Identification, Assessment and Support (SIAS) policy; (3) Challenges faced by teachers in implementing the policy; (4) Teacher competence and readiness to implement the policy; and (5) The effectiveness of teacher training programmes and professional development. The findings reveal that although teachers understand the importance of inclusive teaching, they encounter significant challenges when implementing the Screening, Identification, Assessment and Support (SIAS) policy. Overcrowded classrooms, insufficient training, limited access to specialised support services, and inconsistent parental involvement hinder the effective execution of the policy. Most teachers acknowledged the value of the policy but felt unprepared and inadequately supported to translate policy guidelines into practical classroom strategies. The gap between policy and practice is evident, training programmes focus extensively on theory rather than practical application, leaving teachers without essential skills to support learners with learning barriers. Furthermore, heavy administrative workloads reduce the time teachers have available for direct learner support. Institutional support structures such as School-Based Support Teams (SBSTs) and District-Based Support Teams (DBSTs) were reported to be operating below teachers' expectations, contributing further to implementation challenges. Parental lack of support or resistance was also identified as a barrier to successful policy application.