School Leadership and Curriculum Implementation: Challenges and Constraints in the Zimbabwean Education System

Abstract

The research examined the challenges that rural school heads faced in implementing the new curriculum in Zimbabwe. Six primary school heads participated in this study. Curriculum changes were initiated as a key focus to restructuring the educational system with a strong emphasis placed on its implementation. The changes were intended to improve the quality of education for the benefit of learners. Qualitative and quantitative research approaches were employed, and the case study research design was used. The population comprised of twenty-eight primary schools in Mutoko district and from these six primary schools were purposefully selected. Interview guides, observation guides and document analysis schedules were used in this research study. The use of the three methods of gathering data was meant to increase the validity and reliability of the findings. The data from interviews were transcribed word for word and that from observations and document analysis were coded and then classified into different categories of themes. Findings revealed that teacher expertise, inadequate resource materials and lack of parental involvement in school activities were challenges that school heads faced in implementing the new curriculum. It was found out that Ministry involvement was greatly needed to equip schools with the requisite teaching staff and adequate resources for effective implementation of the new curriculum to take place.