Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools

2021 ◽  
pp. 33-51
Author(s):  
Philda Mandisa Mbane ◽  
France Machaba
Keyword(s):  
Primary Schools ◽  
School Management ◽  
Management Teams ◽  
Gauteng Province ◽  
Curriculum Assessment ◽  
Qualitative Research Methodology ◽  
Research Questions ◽  
Curriculum Delivery ◽  
Assessment Strategies

This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.

Investigating the Roles of School Management Teams in Curriculum Delivery Through ICTs in Education

2021 ◽  
pp. 158-178
Author(s):  
Bongi P. Mqina ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Management ◽  
Management Teams ◽  
Future Research ◽  
Review Of The Literature ◽  
Information And Communication ◽  
Future Research Directions ◽  
Research Questions ◽  
Curriculum Delivery

The purpose of this chapter is to investigate the roles of school management teams in curriculum delivery through information and communication technologies (ICTs) in education concerning e-schools' community engagement. In terms of summarizing the content, the background is provided regarding the context of this problem and a review of the literature as per the outlined objectives of the chapter and including applicable theoretical and conceptual frameworks. The methodology, research method, paradigm, and sampling techniques used are indicated, as are data collection instruments, data analysis and interpretation, and research ethics. Finally, in dealing with the issues, controversies, problems, and challenges presented in the research questions and objectives, the findings as per the empirical study conducted are outlined with the discussions of solutions and recommendations. Future research directions are also discussed before the conclusion provides a discussion of the overall coverage of the chapter.

Role of School Management Teams in Planning of Curriculum Delivery During and After the COVID-19 Pandemic

2021 ◽  
pp. 215-231
Author(s):  
Shonisani Agnes Mulovhedzi ◽  
Takalani Rhoda Luhalima
Keyword(s):  
Online Teaching ◽  
Research Method ◽  
Teaching And Learning ◽  
School Management ◽  
Management Teams ◽  
Learning Materials ◽  
Online Teaching And Learning ◽  
School Teaching ◽  
Curriculum Delivery

School management teams (SMTs) plan school teaching and learning curriculum. Through the desktop research method, this chapter investigates the role of SMTs in planning the curriculum delivery during and after COVID-19. It focuses on the role of SMTs in planning the mode of curriculum delivery, reviewing learning materials, setting plans on the transition to online teaching and learning, controlling curriculum issues, and encouraging a predictable annual routine during and after COVID-19. The chapter also discusses challenges faced in the planning of curriculum delivery during and after the COVID-19 pandemic. Further, it provides suggestions on strategies that can assist teachers in improving the delivery of the curriculum. Finally, the chapter concludes by explaining the available different modes of delivering the curriculum. Thus, the chapter aims to investigate the planning of curriculum delivery during and after the COVID-19 pandemic as one of the roles of school management teams in education.

The Role of School Management Teams in Managing Curriculum Delivery During and After COVID-19

2021 ◽  
pp. 15-32
Author(s):  
Takalani Rhoda Luhalima ◽  
Shonisani Agnes Mulovhedzi
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
School Management ◽  
Management Teams ◽  
Successful Implementation ◽  
Curriculum Delivery ◽  
Changing Times ◽  
Management Curriculum

A curriculum is a guiding strength behind any educational system, and its successful implementation defines the actualization of every country's education goals. School management team (SMT) success depends on their readiness to be dynamic in changing times and serving their duties as curriculum leaders. The purpose of this chapter is to investigate the roles of SMTs in managing curriculum delivery during and after the COVID-19 pandemic. The desktop research method was used. The content of this chapter focuses on the management of teaching and learning during the COVID-19 crisis. To ensure the quality of education, schools should be actively involved in curriculum implementation. Various factors supporting school management teams and strategies used in effective management curriculum delivery are highlighted. In addition, the factors that act as barriers in managing curriculum delivery and conflict of interests will be discussed. Finally, the authors recommend that SMTs, teachers, students, and all stakeholders should embrace the transition of curriculum delivery.

Exploring Distributive Leadership in South African Public Primary Schools in the Soweto Region

2015 ◽  
pp. 283-304
Author(s):  
Raj Mestry ◽  
Suraiya R Naicker
Keyword(s):  
South Africa ◽  
South African ◽  
Primary Schools ◽  
Distributive Leadership ◽  
Leadership Positions ◽  
Gauteng Province ◽  
Leadership Framework ◽  
Group Interviews ◽  
Formal Leadership

The increasing expectations of the principalship and the intensification of the challenges facing schools today have resulted in the emergence of distributive forms of leadership in schools worldwide. These developments prompted research in schools in South Africa, more specifically in the Soweto region, to inquire if distributed leadership had manifested. Soweto is a township in the Gauteng province of South Africa that is associated with the historic struggle against the apartheid government (pre-1994). A qualitative approach executed by means of focus group interviews was employed at three schools to explore the views of teachers who did not hold formal leadership positions. It was found that distributive leadership had not transpired in the schools that are largely rooted in classical leadership practices. This chapter provides an account of the study while elucidating the concept of distributive leadership and examines the role of formal leaders within a distributive leadership framework.

Reimagining the Role of School Management Teams in Curriculum Delivery in the COVID-19 Pandemic

2021 ◽  
pp. 179-200
Author(s):  
Joseph Frank Mensah ◽  
Sakyiwaa Boateng ◽  
Alex Boateng
Keyword(s):  
Transformational Leadership ◽  
School Management ◽  
Curriculum Management ◽  
Exploratory Case Study ◽  
Weak Student ◽  
Curriculum Delivery ◽  
Perceptions And Expectations ◽  
The Impact

This chapter explored the role of SMT in curriculum delivery in the midst of the pandemic, the impact of the pandemic on curriculum delivery, and support systems most useful during the coronavirus outbreak. The objectives were examined under the lens of the transformational leadership theory. The study was positioned in the interpretivist paradigm and informed by an exploratory case study design. Fifteen SMT members from six schools were conveniently sampled and interviewed to understand their experiences, perceptions, and expectations of curriculum delivery during the pandemic. The findings largely showed good practices in curriculum management during the pandemic, knowledge of curriculum delivery roles, and expanded support structures. On the other hand, challenges, such as increased absenteeism and weak student accountability resulting from recurring community transmissions, were noted. This chapter, therefore, calls for enhancing the role of SMTs in schools to make them better prepared for and responsive to interconnected global challenges such as this pandemic.

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