A conceptual framework for the role of school principals in curriculum develeopment and management

Abstract

This study identifies the roles of principals in curriculum development and management and sought to find out the challenges they faced in curriculum implementation. The study was guided by the following aims that were crafted to: • determine what curriculum management entails • investigate what aims are encompassed in the South African curriculum • investigate curriculum management in other countries • identify the role of the school principal in curriculum management • Establish the challenges faced by school principals in managing the curriculum, and • Develop a conceptual framework that could help principals in curriculum management. The study was conducted in the North West Province in Ngaka Modiri Molema District in Mafikeng. The study used a quantitative empirical approach where the questionnaire was the main data gathering instrument. The researcher employed simple random sampling. Out of 263 principals, only 211 responded to the questionnaire. The study was guided by experiential theory developed by David A Kolb in 1984. The choice of this theory was informed by its utility for managers and implementers of curriculum in understanding the underlying motivations and principles of the overt curriculum. The literature review established that principals and teachers are often excluded in the development of the curriculum although they participate in managing and facilitating its delivery in schools. The results of the empirical study was conducted using descriptive and inferential statistics. The results were analysed using analysis of variance , the Kaiser-Meyer-Olkin, Measure of Sampling Adequacy, Bartlett's Test of Sphericity and Confirmatory factor analysis (CFA). The results indicate that principals carry out most of the activities of managing the curriculum effectively except conducting class visitations. It was also established that the greatest challenge faced by principals was pressure to meet the demands of examinations, overcrowding in classrooms and lack of resources to meet the demands of the new curriculum. These challenges informed the development of a conceptual framework that could assist principals in managing the curriculum effectively.