The Role of Members of School Management Teams in Curriculum Implementation and Management: A Case Study of Selected Schools in the Gauteng Province (Republic of South Africa)

Abstract

The aim of the research was to establish the role that members of the school management teams (SMTs) play in terms of curriculum implementation and management. The qualitative method was used to gather information from members of the SMTs on how the new curriculum is implemented and managed. In-depth formal interviewing was used as the main data collection method. The researcher used focus group interviews and individual interviews to collect data. Comparisons were drawn, similarities identified and a discussion of the research was presented. The data were coded, categorised and condensed. The researcher then interpreted and drew meaning from the displayed data. The study revealed that members of the SMTs had different views about their role as implementers and managers of the curriculum. SMTs have received training through workshops organised by the Department of Education on Curriculum 2005 (C2005), the Revised National Curriculum Statement (RNCS), and the National Curriculum Statement (NCS) as well the Curriculum and Assessment Policy Statement (CAPS). Thus most of the members of the SMTs felt that they have been empowered by the training they received. They also felt that it is imperative to make sure that the school environment be conducive for learning and teaching to take place and ensure the successful implementation and management of the curriculum. However, the study also revealed challenges and recommend that policy- makers have to explore professional development from the perspective of the SMTs in order to clearly understand what would be best for changing their curriculum implementation and management.

DOI: 10.5901/mjss.2013.v4n14p135