An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools

Abstract

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system.