Management of curriculum delivery in selected secondary schools at Umzinyathi District
This study aims at the development of a strategy for management of curriculum delivery to selected secondary schools in Umzinyathi District. It focuses on the stakeholders, comprising principals, educators, subject advisors and school governing bodies. A piece of critical emancipatory research, it examines discourses on power dynamics and distribution among stakeholders. A qualitative research approach was chosen, employing data collection methods that included focus group discussions and observation. In selecting information-rich participants, the school management teams, level one teachers and departmental officials were considered knowledgeable and informative sources on curriculum delivery in secondary schools. Umzinyathi District consists of four local municipalities. The three secondary schools were purposefully selected from deep rural Nquthu local municipality. Participatory action research addressed the participation, emancipation and working, with real challenges to bring about change in the community. The researcher worked with the participants collaboratively to find solutions to the challenges the school management team and teachers confront as they manage the curriculum delivery in secondary schools. The data generated was subjected to critical discourse analysis. The study found that for effective management of curriculum delivery, the school management teams need to incorporate both management and leadership constructs, without which effective teaching and learning cannot prevail in schools.
Management, Curriculum delivery, Curriculum management
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