School management team practices in managing the curriculum of T40 schools in Mashona Circuit under Zululand District.

Abstract

The aim of the study was to explore school management team (SMT) practices in managing the curriculum of T40 schools in Mashona Circuit under the Zululand District. This was a qualitative study that adopted a case study approach guided by interpretive paradigm. Three SMT members (one principal, one deputy principal and one departmental head), each coming from three different schools, were purposively and conveniently sampled to participate in the study. A reflective activity, one-on-one semi-structured interviews and focus group discussion were utilised for data generation in order to explore SMT practices in managing the curriculum of T40 schools. The study used cultural-historical activity theory (CHAT) as a theoretical framework. Findings from the reviewed literature revealed that SMT practices could be categorised as instructional, transformational and ethical. Findings from the generated data indicated that SMT practices were informed and influenced by the following concepts: rationale, goals, content, role, time, resources, accessibility, time, activity and assessment. Findings from the data analysis indicated that most SMTs used instructional and transformational practice in managing the curriculum. Furthermore, findings from both the reviewed literature and participants suggested that rationale is of crucial importance to SMTs in managing the curriculum. SMTs should be driven by personal, societal and professional rationales in managing the curriculum. The dissertation strongly recommends that SMTs should have a deep understanding and knowledge of the concepts listed above (which are used as themes in this study) in order to enhance learner achievement in their T40 schools. SMTs need to master theories and terminologies that are fundamental and that underpin the Curriculum and Assessment Policy Statement (CAPS) as the curriculum policy. The study also recommends that CAPS should be comprehensive and explicit about each of these concepts: rationale, goals, content, roles, resources, activities, environment, assessment, and time.