Examining the role of curriculum monitoring and evaluation in iLembe District high schools in South Africa with a particular focus on teaching and learning

Simple item page
dc.contributor.authorNkwanyana, Thandiwe Rose
dc.date.accessioned2023-06-22T10:22:20Z
dc.date.available2023-06-22T10:22:20Z
dc.date.issued2023
dc.descriptionA 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, 2023.
dc.description.abstractThe purpose of this study was to examine role of Curriculum monitoring and evaluation in with a particular focus on teaching and learning. A study was conducted at high schools in the iLembe district in KwaZulu-Natal, which focused on both rural and urban high schools. The targeted sample was the subject advisors, school principals, departmental heads and subject heads. Post- level one educators were only used for classroom observation. A qualitative data collection method was applied to 24 participants, followed by on site observations and SMT document analyses. To gather rich qualitative data, the researcher conducted focus group interviews with subject heads and one-on-one semi-structural interviews with subject advisors, principals, and department heads. For the purpose of data collection, the principle of anonymity was used by using codes that concealed the participants' identities, allowing them to participate freely. The collected data was analysed, and themes related to the study objectives were developed. Several findings were identified in this study. The study revealed that subject advisors tried to monitor the curriculum, but not effectively, because the number high schools in the district outnumbered the number of subject advisors. They further mentioned the shortage of time and resources as other barriers towards curriculum monitoring and evaluation. The Principal and departmental heads mentioned insufficient support from the district, time, shortage of teachers and union activities as barriers in the effective curriculum monitoring. Subject heads mentioned insubordination from the teachers, as a barrier to curriculum monitoring. The study recommended that all curriculum monitors need to plan, monitor and support teaching and learning, in all levels. Furthermore, principals, DH and subject heads need a continuous capacitation, in terms of curriculum monitoring tools and department policies, from the district. The department needs to employ more subject advisors for regular and continuous school support. In the research, the researcher developed a model that contributes to a new body of knowledge, which emphasizes the vision and policy alignment, planning, duty load, capacitation and professional development, time management, minimising school disruptions, monitoring tool, vii availability of resources and support, as important strategies towards effective curriculum monitoring and evaluation practices.
dc.embargo2025-06-23
dc.identifier.urihttps://uzspace.unizulu.ac.za/handle/10530/2414
dc.language.isoen
dc.publisherUniversity of Zululand
dc.titleExamining the role of curriculum monitoring and evaluation in iLembe District high schools in South Africa with a particular focus on teaching and learning
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Examining the role of curriculum monitoring and evaluation in iLembe District high schools in South Africa with a particular focus on teaching and learning.pdf
Size:
2.01 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
22 B
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Curriculum and Instructional Studies