Strategies of monitoring teaching and learning: a school management team perspective.

Abstract

Since the introduction of School Management Teams (SMTs) in South Africa numerous attempts have been made to improve the role of principals and HODs in classroom activities. In particular because it was observed that SMTs devoted most of their time attending meetings and performing administrative matters such as general policy implementation than monitoring the actual teaching and learning. Literature suggests that schools with effective culture of learning and teaching also have strong instructional leaders who focus on improving the learners’ academic achievement. Numerous scholars posit that direct involvement of leaders in teaching and learning activities contributes a major portion to learner success. This study therefore, sought to identify strategies that SMTs utilise to monitor teaching and learning. This qualitative study was conducted in two schools, a primary and a secondary which were purposively sampled. In these schools which are without deputies, principals were also full time subject teachers and also performed clerical duties since schools with small enrolments are rarely allocated support staff. Semi-structured interviews were conducted with principals and HODs. The generated data was analysed using the inductive approach. The findings confirmed that SMTs indeed had strategies of monitoring curriculum implementation but the actual practice was characterised by laxity and lack of decisiveness on the part of the SMTs. Apparently, various contextual factors determined the extent of the implementation of agreed strategies. Finally, recommendations for future research are submitted.