The role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schools

Abstract

This study employed a qualitative descriptive case study design that investigated the roles of curriculum leadership in South African fee-paying secondary schools in the Gauteng Province. Adopting an interpretive paradigm, the study used Instructional Leadership theory as the theoretical framework. The study responds to challenges associated with poor coordination in the implementation of the curriculum, teaching, assessment, and evaluation to promote quality teaching and learning. The study’s target population comprised principals and departmental heads in fee-paying secondary schools within the Gauteng Province. Purposive sampling was used to select 12 participants, comprising principals and departmental heads from six secondary schools, to explore the roles of these curriculum leaders through in-depth interviews and document analysis. The data was analysed thematically, and findings indicated that principals adopt holistic responsibilities, encompassing teaching, community engagement, and overall school functionality. In contrast, departmental heads focus on specific domains, ensuring high-quality teaching within their departments and highlighting the collaborative nature of educational management. The study exposed challenges curriculum leaders face, such as external pressures and resource constraints. Results indicated that addressing these challenges necessitates balanced approaches, integrating collaborative professionalism, evidence based practices, and comprehensive leadership training. Strategic initiatives, including stakeholder engagement and positive school climate promotion, emerge as key strategies in effective curriculum leadership, aligned with established educational leadership principles. The research paints a comprehensive picture of curriculum leadership in South African fee-paying secondary schools. The study argues that despite the identified challenges, strategic, evidence-based, and collaborative approaches pave the way for effective curriculum leadership. The study offers practical, policy, and theoretical recommendations, emphasizing continuous professional development, standardized disciplinary guidelines, and the integration of Instructional Leadership Theory into official policies.