The role of departmental heads in leading curriculum monitoring in primary schools: a study of jika imfundo intervention.

Abstract

The purpose of the study was to explore Departmental Heads' role in leading curriculum monitoring using the Jika iMfundo intervention. The study explored perspectives of three Departmental Heads’ leading curriculum monitoring at three primary schools in KwaZulu- Natal province. The study intended to explore how departmental heads understand their roles in monitoring curriculum using Jika iMfundo intervention in primary schools. Added to this, the study intended to understand the challenges departmental heads participating in Jika iMfundo face when monitoring teachers’ work. The study was located appropriately within the interpretive paradigm that advocates changes in societal and educational structures and aims at practicality. Besides, the case study as a research method was used to understand the perspectives of the participants for the study. I generated data for the study using semistructured interviews. The data were analysed using the thematic method of analysis. The study found that Departmental heads understanding of their role in curriculum monitoring included curriculum management and its coverage, conducting class visits, and ensuring the utilisation of teaching and learning time. The study also found that Departmental Heads leading curriculum monitoring using the Jika iMfundo intervention faced challenges such as unsatisfactory utilisation of teaching and learning time, resistance to change and incapacitation of departmental heads. However, they were able to surmount some of these challenges they encountered through their asset based approach to supplicating stakeholder intervention, scheduled meetings by Departmental heads and school management to tackling the challenges they encounter at the primary schools in KwaZulu-Natal province, South Africa.