School managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19.

Abstract

This dissertation presents a qualitative case study of sixteen school managers specifically school principals. This study was conducted with the main purpose of exploring the school managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19 in the Zululand District. Furthermore, the study employed an interpretive paradigm. In addition, this paradigm has been utilised because the study aims at exploring the three missing levels of perception (knowledge, skill, and attitude) during curriculum supervision. The study sought to understand why school managers resist to use EdTech (educational technological) resources to supervise curriculum. In addition, an interpretive paradigm and case study were used on sixteen participants to gain the meaning in real situation. Subsequently, reflective activity, one-on-one semi-structured interviews, and focus groups were used to generate data. Moreover, the study used non-probability sampling methods, comprising purposive and convenient sampling. This study was framed by the by the curricular spider web (Van den Akker et al., 2010). Further to this, the theory that shapes this study is technological pedagogical content knowledge (TPACK). Data were analysed using guided analysis, which employed both deductive and inductive methods. Finally, ethical considerations related to qualitative research were explored such as trustworthiness, confirmability, dependability, transferability, and credibility. The findings of the study reveal that school managers were driven by knowledge perception to supervise curriculum when using EdTech supervision aids. The school managers could indicate the lack of technological resources and knowledge in schools. Even though there is a policy in place, some school managers are non-compliant with that policy. The study recommends the Department of Basic Education to install Wi-Fi in all schools to enforce the policy implementation. Moreover, the study further recommends that curriculum developers work alongside information and communication technologies (ICT) team specialists to advocate paperless curriculum supervision, train, and enhance school managers on software and ideological-ware EdTech supervision aids.