The role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schools

dc.contributor.advisorAina, Adebunmi
dc.contributor.coadvisorSing, Nevensha
dc.contributor.emailbhila.johnson@gmail.comen_US
dc.contributor.postgraduateBhila, Johnson
dc.date.accessioned2024-11-25T08:59:19Z
dc.date.available2024-11-25T08:59:19Z
dc.date.created2025-04
dc.date.issued2024-06
dc.descriptionDissertation (MEd (Education Management, Law and Policy Studies)--University of Pretoria, 2024.en_US
dc.description.abstractThis study employed a qualitative descriptive case study design that investigated the roles of curriculum leadership in South African fee-paying secondary schools in the Gauteng Province. Adopting an interpretive paradigm, the study used Instructional Leadership theory as the theoretical framework. The study responds to challenges associated with poor coordination in the implementation of the curriculum, teaching, assessment, and evaluation to promote quality teaching and learning. The study’s target population comprised principals and departmental heads in fee-paying secondary schools within the Gauteng Province. Purposive sampling was used to select 12 participants, comprising principals and departmental heads from six secondary schools, to explore the roles of these curriculum leaders through in-depth interviews and document analysis. The data was analysed thematically, and findings indicated that principals adopt holistic responsibilities, encompassing teaching, community engagement, and overall school functionality. In contrast, departmental heads focus on specific domains, ensuring high-quality teaching within their departments and highlighting the collaborative nature of educational management. The study exposed challenges curriculum leaders face, such as external pressures and resource constraints. Results indicated that addressing these challenges necessitates balanced approaches, integrating collaborative professionalism, evidence based practices, and comprehensive leadership training. Strategic initiatives, including stakeholder engagement and positive school climate promotion, emerge as key strategies in effective curriculum leadership, aligned with established educational leadership principles. The research paints a comprehensive picture of curriculum leadership in South African fee-paying secondary schools. The study argues that despite the identified challenges, strategic, evidence-based, and collaborative approaches pave the way for effective curriculum leadership. The study offers practical, policy, and theoretical recommendations, emphasizing continuous professional development, standardized disciplinary guidelines, and the integration of Instructional Leadership Theory into official policies.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreeMEd (Education Management, Law and Policy Studies)en_US
dc.description.departmentEducation Management and Policy Studiesen_US
dc.description.facultyFaculty of Educationen_US
dc.description.sdgSDG-04: Quality educationen_US
dc.identifier.citation*en_US
dc.identifier.doihttps://doi.org/10.25403/UPresearchdata.27868509en_US
dc.identifier.otherA2025en_US
dc.identifier.urihttp://hdl.handle.net/2263/99386
dc.identifier.uriDOI: https://doi.org/10.25403/UPresearchdata.27868509.v1
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTDen_US
dc.subjectSustainable Development Goals (SDGs)en_US
dc.subjectCurriculum leadershipen_US
dc.subjectPrincipalsen_US
dc.subjectDepartmental headen_US
dc.subjectFee-paying schoolsen_US
dc.subjectCurriculum leadership rolesen_US
dc.subject.otherEducation theses SDG-04
dc.subject.otherSDG-04: Quality Education
dc.titleThe role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schoolsen_US
dc.typeDissertationen_US

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