The jika imfundo curriculum intervention: narratives of three principals of underperforming secondary schools in a rural context.
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Date
2021
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Abstract
The purpose of the study is to examine the experiences of principals of underperforming
secondary schools in a rural context, with regard to the implementation of the Jika iMfundo
curriculum intervention. South Africa is experiencing a decline in the outcomes of many public
schools. This is evident in secondary schools’ National Senior Certificate (NSC) results where
some schools persistently perform below 65% academically, which is a benchmark for
underperformance by the Department of Education. Further, there are schools which still attain
0% pass rate in the NSC results. This academic decline is an indication that the South African
education system is gravitating towards a crisis. Despite the introduction of Curriculum and
Assessment Policy Statements (CAPS) into the schooling system, the country has not yet
reached a level where 90% of candidates achieve at least 50% in mathematics, sciences and
languages. Literature reveals that poor academic performance is due to inadequate curriculum
coverage. Given the poor learning outcomes, the KwaZulu-Natal Department of Education
(KZN DoE) has partnered with Programme for Improving Learner Outcomes (PILO) and
introduced the Jika iMfundo curriculum intervention. The Jika iMfundo curriculum
intervention aims at promoting curriculum implementation by providing support to educators.
It aims at ensuring that instruction is taking place and curriculum is covered. Moreover, the
Jika iMfundo aims at capacitating SMTs and District officials to monitor the implementation
of curriculum. This study presents the stories of three principals of underperforming rural
secondary schools, in Pinetown District in KZN. McLaughlin’s (1987) conceptual framework
on the implementation of policy and Hallinger and Murphy’s (1985) instructional leadership
theory underpin this study. Using an interpretive, qualitative approach and narrative inquiry
methodology, I conducted narrative interviews to generate field texts. The analysis of data was
done at two levels. The first level was narrative analysis and the second level was the analysis
of narratives. Together with the three participants, I constructed their stories which assisted in
understanding their experiences of implementing the Jika iMfundo curriculum intervention.
Through the analysis of narratives, it became evident that the creation of an encouraging, warm
and conducive work environment has a positive bearing on the working relationships between
the school principal and educators and among educators themselves. The heathy relationships
contribute to the increased work morale, effective schools and school improvement.
Description
Masters Degree. University of KwaZulu-Natal, Durban.