Primary school deputy headteachers’ experiences of their functions in the implementation of the national curriculum : case study, Manzini Region

Abstract

The study investigated the primary school deputy headteachers’ experiences of their functions in the implementation of the National Curriculum in Eswatini, in the Manzini Region. The researcher used a qualitative research approach. A case study research design was employed. The research issues focused on how DHTs operate in schools and the difficulties they encounter in carrying out their responsibilities for curriculum implementation. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. Semi-structured interviews, participant observation, and document analysis were the methods used to collect the data. Week plans, term plans, annual plans, and meeting minutes were among the documents used in observation and analysis. The population consisted of only deputy headteachers. Ten participants were purposively sampled from ten (10) schools in the Kwaluseni Zone, Manzini Region. All participants were selected on basis of being deputy headteachers. By guaranteeing anonymity, voluntary involvement, informed consent, and confidentiality, ethical principles were upheld. The acquired data were analysed using a thematic approach. The study found that assumed roles of DHT were far less demanding than when the DHT was in the job. The study also revealed that DHTs had comprehensive and divert functions which included supporting and empowering stakeholders, working with different groups at different levels and supervising daily functions within the school.