Managing the implementation of curriculum changes in the rural primary schools of Eastern Cape province

Abstract

The purpose of this research was to investigate how Heads of Departments (HoDs) and teachers manage the implementation of curriculum changes in the rural primary schools in the Eastern Cape province. The Ntenetyana/Mkhemane Circuit was deliberately chosen since there are many disadvantaged schools in this circuit. The study followed a qualitative approach, and it employed a case study design, which involved five primary schools in Alfred Nzo West District. The conceptual framework of the management process by Henry Fayol was used to guide the study. The participants in the study were five HoDs and five Post Level 1 teachers. Telephonic semi-structured interviews were conducted to generate data from the participants, due to the Covid-19 situation during the period of the fieldwork. The findings of the study show that changes in the curriculum are perceived in different ways, both positive and negative. Management of the implementation of curriculum changes reflected aspects of Fayol’s management elements of planning, organising, leading and controlling. The HoDs and the teachers in the rural primary schools reported that the challenges they experienced were a heavy workload in implementing curriculum changes, the absence of or limited parental involvement, and lack of technology that could facilitate implementation of curriculum changes. Strategies such as creating extra time to do administrative work, and engaging assistant teachers, were used to cope with curriculum changes. There were also expectations of support from stakeholders, in terms of recognition, motivation, support for teachers and learners, and quality assurance.