Management of implementation of the curriculum assessment policy statement for english first additional language
| dc.contributor.advisor | Gcelu, Ntombizandile | en_ZA |
| dc.contributor.author | Monyeke, Tefo Francis | en_ZA |
| dc.date.accessioned | 2024-06-19T13:44:24Z | |
| dc.date.available | 2024-06-19T13:44:24Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | The main goal of the Free State Department of Education is to provide improved quality education but in different ways from school to school and to each learner. The School Management Team has the mandate to manage and implement curriculum policy statement for English First Additional Language in schools. There is significant evidence that has emerged that primary schools underperform in the delivery of their mandatory core duties and responsibilities to manage and implement curriculum policy for English First Additional Language. In this context, educational management must focus on the efforts of teachers, learners, and stakeholders to guarantee quality education throughout the education system. This study focused on the implementation of Curriculum Policy Statement (CAPS) for English FAL. The study drew from the collaborative leadership theory in exploring the accurate picture of collaborative leadership tactics in the discourse. Interpretivist paradigm research was also used in this study. Data was collected through the interviews, and used inductive thematic analysis technique to derive categories and patterns from the data. Four SMT participants from three different schools were interviewed to determine perceptions of EFAL CAPS curriculum implementation for English FAL in primary schools. The results of this study also indicated that most of the SMTs in primary schools are not conversant about their roles and responsibilities in curriculum management. Some were unclear about what they should do in managing curriculum implementation. This study recommends that collaborative leadership management capacitates and develops individuals with the necessary attributes to manage curriculum implementation to achieve a common goal. The study presented appropriate approaches to a school governance strategy that can be adopted by underperforming primary schools. This strategy helps increase parental influence over learning outcomes. The study is significant because learners from different socioeconomic levels are still underperforming. Creating an effective teaching and learning environment is critical to educational leadership. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12621 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | curriculum | en_ZA |
| dc.subject | implementation | en_ZA |
| dc.subject | management | en_ZA |
| dc.subject | School Management Team (SMT) | en_ZA |
| dc.subject | English First Additional Language (EFAL) | en_ZA |
| dc.subject | reading | en_ZA |
| dc.subject | writing | en_ZA |
| dc.subject | teaching and learning | en_ZA |
| dc.subject | social justice | en_ZA |
| dc.subject | collaboration | en_ZA |
| dc.title | Management of implementation of the curriculum assessment policy statement for english first additional language | en_ZA |
| dc.type | Dissertation |