The influence of circuit managers on learner performance in a thriving rural district

Abstract

The responsibility of education districts across contexts is to deliver multidimensional support towards teaching and learning. One of the dimensions through which the support is transmitted is the circuit management subdirectorate, which works closely with principals. Circuit managers are crucial in supporting principals in effectively leading teaching and learning. However, they have been overlooked in the literature. In this paper, we gaze at circuit managers of a thriving rural district in KwaZulu-Natal, South Africa, to understand their influence on learner academic performance in schools. To achieve this, we employed narrative inquiry, a qualitative methodology, to engage narratively with the lived experiences of purposefully sampled two circuit managers in a thriving district. Narrative ways of generating and analysing data were used. The study revealed four essential practices circuit managers exert to influence learner performance. These practices are directing intervention initiatives to all grades while not losing sight of Grade 12, direct involvement in monitoring learners’ work, exposing principals to learning opportunities, and recognising and rewarding good performance. The participating circuit managers appeared to arm principals under their supervision with capacity and support so they could lead instruction in their respective schools. We, therefore, conclude that the circuit managers adopted an approach of working through and with principals to influence learner performance in schools.