Curriculum management in improving learners’ performance: a case in uMhlathuze circuit
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Date
2021
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Abstract
The aim of this study was to explore the experiences and views of educators with regard to curriculum management for improving learners’ performance in primary schools. The specific objectives of the study were: to explore how curriculum management can improve learners’ performance in primary schools in uMhlathuze Circuit; to determine how curriculum management affects learners’ performance in uMhlathuze Circuit; to investigate curriculum management challenges faced by educators in uMhlathuze Circuit; and to design a model for curriculum management that may be used to improve learner performance in primary schools.
The study employed a qualitative approach and case study design, and was conducted among Intermediate Phase (Grades 4-6) teachers, where levels of learner performance ranged from 0-29% (very poor) to 80-100% (outstanding performance). Data about educators’ challenges was obtained through the use of unstructured interviews and document analysis. A sample of ten educators and five HoDs from five schools in the circuit were purposively selected.
The findings revealed that while these educators enjoy teaching and helping their learners improve performance, many challenges affect learner performance; amongst these are lack of teacher involvement in curriculum management. The study recommends that teachers be drawn into curriculum management processes, since teachers know a lot about learners and are well placed to manage the curriculum while bearing in mind the real needs of learners. It is likely that through involving teachers in the management of the curriculum, various other challenges would be minimised. Teachers are champions in the teaching and learning process, and understand the dynamics of learners’ learning. They are therefore in an ideal position to contribute meaningfully to curriculum management.
Description
A thesis submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy in the Curriculum and Instructional Studies in the Faculty of Education, University of Zululand, 2021.