{"title":"校长在管理课程改革中的角色:对提供优质教育的启示","authors":"Vanitha Govindasamy, R. Mestry","doi":"10.15700/saje.v42n4a2294","DOIUrl":null,"url":null,"abstract":"Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The principal’s role in managing curriculum change: Implications for the provision of quality education\",\"authors\":\"Vanitha Govindasamy, R. Mestry\",\"doi\":\"10.15700/saje.v42n4a2294\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.\",\"PeriodicalId\":47261,\"journal\":{\"name\":\"South African Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"South African Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.15700/saje.v42n4a2294\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.15700/saje.v42n4a2294","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The principal’s role in managing curriculum change: Implications for the provision of quality education
Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.
期刊介绍:
The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.