Browsing by Author "Swarts, Jerry"

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    Die ervaringe van beginnerprinsipale na aanleiding van kurrikulumleierskap en -bestuur by hul skole: ‘n gevalle studie van vier beginnerprinsipale
    (Stellenbosch : Stellenbosch University, 2017-12) Swarts, Jerry; Davids, Nuraan
    ENGLISH ABSTRACT : In South Africa, as in various other countries, novice school principals are exposed to high expectations and curriculum challenges. Curriculum management and –leadership are fundamental functions of school principals, which require certain particular sets of knowledge and expertise. Questions are constantly being raised in relation to how novice school principals should be prepared for their roles and functions as curriculum leaders and managers. Yet, as this study reveals principals have not necessarily been prepared to meet the demands and challenges of effective school management before their appointment – that is, they have not been exposed to, training or formal mentorship, that are necessary for effective curriculum leadership and management. The aim of the study is to explore the experience of novice school principals in relation to their leadership and management of curriculum at their schools. Firstly, the literature revealed that curriculum leadership and management differ from person to person and it is being influenced by context, grading of the schools as well as the composition of staff and the school community. Secondly, that it is very difficult for these novice principals, to demonstrate their leadership role and management function as curriculum leaders effectively and to provide good support and direction. Novice school principals are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. Interviews were conducted with four novice school principals in relation to curriculum management and –leadership in their own particular contexts. By presenting this research as a case study, it is possible to obtain in-depth information, experience and perceptions about their particular context in relation to curriculum management and leadership. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experience and perceptions of curriculum leaders in their particular contexts. The high prevalence of effective schools, often underscored by ineffective leadership practices suggest that there might be a lack of focus and continuity in training for principals, especially in relation to curriculum leadership and management. The study reveals that the preparation of novice school principals is critical to the purpose, functionality and effectiveness of schooling. If a curriculum is not adequately led and managed, it has direct implications for learner performance. In turn, poor learner performance holds particular implications for perceptions both the school and its leadership. The research findings indicate that the novice principals do, indeed, fulfil their responsibilities regarding curriculum leaders. Nevertheless, they are not sure what their management function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help novice school principals to execute their roles and responsibilities in relation to curriculum leadership and management.