THEORETICAL FRAMEWORK THAT RELATES TO CURRICULUM MANAGEMENT IN SCHOOLS

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CHAPTER TWO THEORETICAL FRAMEWORK THAT RELATES TO CURRICULUM MANAGEMENT IN SCHOOLS

INTRODUCTION

In this chapter, this study’s theoretical framework concerning curriculum management in Sekhukhune District is discussed. Imenda (2014:189) elucidates what a theoretical framework denotes; “a theoretical framework refers to the theory that a researcher chooses to guide him or her in his or her research. Thus, a theoretical framework is the application of a theory or a set of concepts drawn from the same theory, to offer an explanation of an event, or shed some light on a particular phenomenon or research problem”. In this case, instructional leadership and classical management theories support this study. These theories assisted the researcher in collecting and presenting relevant literature concerning the management of curriculum implementation.
Cole and Kelly (2011:6) define a theory as “a well-substantiated explanation, accepted knowledge, a collection of concepts, an expectation of what needs to happen or needs to be. It is also an acceptable general principle or body of principles explaining phenomena, a particular conception or view of something to be done or of the method of doing it and a system of rules or principles” (ibid). Theories assist in explaining, predicting and understanding the phenomena under study; in this case, managing the curriculum implementation within the schools is a case in point. Thus, theories were related to ideas and views which were formulated concerning curriculum management (Botha 2013:11).
The theory of curriculum management was presented regarding relevant literature that was eventually related to effective ways of managing curriculum implementation. The instructional leadership models and the four critical elements of management served as lenses of this study which were planning, organising, leading or directing and controlling or evaluating. This was aligned to a broad definition of instructional leadership which focuses on “both managerial and instructional leadership responsibilities” (Stronge 1993:5).
The salient features of these selected instructional leadership and management theories were clarified in their relation to the study. Since this study explored how SMTs manage curriculum implementation in schools, it was imperative that paradigms that recognise the shared efforts be employed. As indicated in Chapter 1 Section 1.9.4, the SMT consists of the principal, deputy principal, Heads of Departments, subject heads and senior teachers.
In this chapter, the emphasis is placed on instructional leadership and management models which include planning, organising, leading or directing and controlling or evaluating.

WHAT IS CURRICULUM MANAGEMENT?

Oliva (2013:14) defines curriculum management as “the leadership of the core functions of teaching and learning”. According to this researcher, curriculum management involves both management functions such as planning, organising, coordinating and controlling. Curriculum management is further perceived as the leadership skills of creating and communicating a vision of the school; motivating and supporting teachers to achieve the desired goals. Curriculum management can be briefly defined as a process of ensuring that effective teaching and learning prevails daily (Singh 2014:102). Its purpose is to ensure that learners acquire the desired educational goals. Over and above, curriculum management can be further defined as a process of managing what is taught and assessed in different grades (Masekoameng 2014:42). In this study, curriculum management also incorporates both management and leadership constructs for effective curriculum implementation.

 WHAT IS LEADERSHIP?

According to Davies (2009:2), “leadership is about direction-setting and inspiring others to make the journey to a new and improved state of the school”. The researcher further highlights that leadership is not a one-person task but a collaborative function which is aimed at improving the school’s efficacy. It is about getting things done through people and facilitating the implementation of tasks. In support of Davies (ibid), Davidoff, Lazarus and Moolla (2014:63) concur that leadership is basically about “moving forward and having a sense of direction”. Accordingly, leaders need to embrace ‘visionary flair’ which may enable them to shape the future for their schools (Van Deventer 2003:68; Davidoff et al. 2014:63). In a nutshell, leadership is about movement, direction and purpose (Clarke 2009:1; Davidoff et al. 2014:63).
As it was earlier mentioned that leadership is a collective task, leadership is widely distributed. Contemporary literature shows that leadership is distributed and learner-centred (Davies 2009:108). Distributed leadership promotes the contributions of all individuals within the school. It encompasses “elements of teamwork, shared collaborative and participative leadership concepts, democratic leadership and teacher leadership” (Maponya 2015:21). Therefore, principals are no more leading in isolation but are part of a leading team, the SMT.

CHAPTER ONE: ORIENTATION AND BACKGROUND OF THE STUDY
1.1 INTRODUCTION
1.2 BACKGROUND TO THE STUDY
1.3 STATEMENT OF THE PROBLEM
1.4 AIM AND OBJECTIVES OF THE STUDY
1.5 DELIMITATIONS OF THE STUDY
1.6 THEORETICAL FRAMEWORK
1.7 RESEARCH DESIGN AND METHODOLOGY
1.8 TRUSTWORTHINESS
1.9 ETHICAL CONSIDERATIONS
1.10 DEFINITION OF KEY CONCEPTS
1.11 ORGANISATION OF THE THESIS
1.12 SUMMARY
CHAPTER TWO: THEORETICAL FRAMEWORK THAT RELATES TO CURRICULUM MANAGEMENT IN SCHOOLS
2.1 INTRODUCTION
2.2 WHAT IS CURRICULUM MANAGEMENT?
2.3 WHAT IS LEADERSHIP?
2.4 INSTRUCTIONAL LEADERSHIP
2.5 MODELS OF INSTRUCTIONAL LEADERSHIP
2.6 BASIC FUNCTIONS OF INSTRUCTIONAL LEADERSHIP
2.7 EFFECTIVE INSTRUCTIONAL LEADERS
2.8 WHAT IS MANAGEMENT?
2.9 MANAGEMENT AREAS OF THE SCHOOL
2.10 MANAGEMENT-LEADERSHIP TASKS
2.11 CURRICULUM PLANNING
2.12 NOTIONS OF LEADERSHIP AND MANAGEMENT
2.13 SUMMARY
CHAPTER THREE: LITERATURE REVIEW
3.1 INTRODUCTION
3.2 REASONS FOR REVIEWING RELATED LITERATURE
3.3 GENERAL CURRICULUM AIMS IN SOUTH AFRICA
3.4 THE ROLES OF PRINCIPALS AS INSTRUCTIONAL LEADERS
3.5 THE ROLES OF SMT AS CURRICULUM MANAGERS
3.6 FACTORS WHICH IMPACT NEGATIVELY ON CURRICULUM IMPLEMENTATION AND MANAGEMENT
3.7 TEACHER DEVELOPMENT AND SUPPORT
3.8 INDUCTION OF NOVICE TEACHERS
3.9 MANAGING TEACHING AND LEARNING IN SCHOOLS
3.10 MANAGING LEARNER ASSESSMENT
3.11 MONITORING, EVALUATION, AND SUPPORT
3.12 CURRICULUM MANAGEMENT PLANS AND RECORDS
3.13 IMPACT OF TECHNOLOGY ON 21ST CENTURY TEACHING AND LEARNING
3.14 SUMMARY
CHAPTER FOUR: RESEARCH DESIGN AND METHODOLOGY
4.1 INTRODUCTION
4.2 RESEARCH PARADIGMS
4.3 QUALITATIVE RESEARCH APPROACH
4.4 RESEARCH DESIGN
4.5 RESEARCH POPULATION
4.6 SAMPLE AND SAMPLING TECHNIQUES
4.7 DATA COLLECTION INSTRUMENTS
4.8 DATA COLLECTION METHODS
4.9 DATA ANALYSIS TECHNIQUES
4.10 ETHICAL CONSIDERATIONS
4.11 MEASURES TO ENSURE TRUSTWORTHINESS OF DATA
4.12 SUMMARY
CHAPTER FIVE: DATA PRESENTATION, ANALYSIS, DISCUSSION AND INTERPRETATION
5.1 INTRODUCTION
5.2 ROLES OF PRINCIPALS AS INSTRUCTIONAL LEADERS
5.3 ROLES OF SMT AS CURRICULUM MANAGERS
5.4 CAUSES OF HIGH FAILURE RATE IN SOUTH AFRICAN SCHOOLS
5.5 CHALLENGES SCHOOL MANAGEMENT TEAMS EXPERIENCE IN MANAGING CURRICULUM IMPLEMENTATION
5.6 STRATEGIES TO ENHANCE CURRICULUM IMPLEMENTATION AND LEARNERS’ PERFORMANCE IN SCHOOLS
5.7 WAYS OF MANAGING CURRICULUM IMPLEMENTATION IN SCHOOLS
5.8 THE FINDINGS FROM NON-PARTICIPANT OBSERVATION
5.9 THE FINDINGS FOM DOCUMENTS ANALYSIS
5.10 SUMMARY
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.1 INTRODUCTION
6.2 SUMMARY OF THE STUDY
6.3 LIMITATIONS OF THE STUDY
6.4 GENERAL CONCLUSIONS
6.5 PRINCIPALS’ PERCEPTIONS ON THEIR ROLES AS INSTRUCTIONAL LEADERS
6.6 SMTs’ PERCEPTIONS ON THEIR ROLES AS CURRICULUM MANAGERS
6.7 CAUSES OF HIGH FAILURE RATE IN SOUTH AFRICAN SCHOOLS
6.8 CHALLENGES IMPEDING CURRICULUM IMPLEMENTATION AND ITS MANAGEMENT
6.9 STRATEGIES TO ENHANCE CURRICULUM IMPLEMENTATION AND LEARNERS’ PERFORMANCE
6.10 WAYS OF MANAGING CURRICULUM IMPLEMENTATION IN SCHOOLS
6.11 THEORETICAL FRAMEWORK TO GUIDE MANAGEMENT OF CURRICULUM IMPLEMENTATION
6.12 RECOMMENDATIONS TO IMPROVE THE MANAGEMENT OF CURRICULUM IMPLEMENTATION
6.13 RECOMMENDATIONS FOR FURTHER RESEARCH
6.14 CONCLUDING REMARKS
REFERENCES
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