The Perceptions of School Management Teams and Teachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes

Abstract

With frequent curriculum changes in South Africa since 1994, educational standards and learner performance has been progressing at a slow pace. The role of the principal’s instructional leadership come to the fore and we question whether principals are sufficiently equipped with the necessary leadership skills and expertise to lead and manage curriculum changes at schools. A case study design within qualitative research was employed to explore the perceptions of teachers and school management teams (SMTs) of the instructional leadership role of principals in managing curriculum changes. Findings revealed that principals who build strong collaborative cultures among staff members ensure effective implementation of curriculum changes. When SMT members and teachers work collaboratively, they are more likely to support each other by giving constructive criticisms, finding solutions to challenges, and sharing good practices. Moreover, principals who value and respect contributions made by staff members will delegate and share instructional responsibilities with them.