Principals’ challenges in monitoring curriculum delivery in non-viable rural primary schools in the uMlalazi Circuit
The study was triggered by the continued underperformance of learners in non-viable primary schools. The aim of the study was to establish the challenges faced by the principals of non-viable, rural primary schools in monitoring curriculum delivery. This empirical investigation was qualitative in nature and data were collected through semi structured interviews. Results show that non-viable schools had low number of learners and educators, and resorted to multi-grade classes. Monitoring curriculum delivery, in this situation was a challenge. Results further show that there is continuous lack of adequate training and support for monitoring of curriculum delivery in multigrade classrooms as the school principals are often overloaded with administrative work and teaching fulltime. The study recommends that the Department of Education allocate administrative clerks to assist with administrative duties; training and support offered to the principals of such schools should be differentiated to match their needs; learner-teacher support materials provided should also be differentiated to accommodate multi-grade classrooms.
Curriculum delivery, curriculum delivery monitoring, non-viable primary schools
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