Curriculum Change Implementation: Do Secondary School Principals Manage the Process?

Mafora, Patrick; Phorabatho, Thabo

doi:10.1080/09720073.2013.11891298

Cited by 10 publications

(20 citation statements)

References 2 publications

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“…The data support the findings of Leo (2015, p. 464), Mafora and Phorabatho (2013) and Data et al (2017, p. 4). In order to create an environment that is conducive for effective teaching and learning, it is crucial that principals are present and close to the teaching and learning process (Leo, 2015, p. 464).…”

Section: Resultssupporting

confidence: 89%

“…However, in a study done by Fitzgerald and Zientek (2015) regarding indigenous women’s experiences of being managers, one of the participants said: “[…] it’s like a dance, really and very hard to keep in time if you cannot hear the music or don’t understand the steps”. This assertion confirms statements of Mafora and Phorabatho (2013), namely that the development of the basic skills of managers, in the context of this research, managers of ECD centres, has not received sufficient attention in the past and therefore the continuing professional learning of those leading ECD should become a critical aspect of educational reform. The contribution of effective management to improve organisational performance remains indisputable (Krieg et al , 2014).…”

Section: Background Of This Researchsupporting

confidence: 85%

“…Effective educational management is generally accepted as being essential in achieving organisational improvement (Aubrey et al , 2013; Gkorezis, 2016, p. 1031). Educational management involves a process of planning, organising, leading and controlling teachers and activities and using all available resources to reach identified educational goals (Mafora and Phorabatho, 2013; Soria-Garcia and Martinez-Lorente, 2014). These constituents of management also apply to managing the implementation of effective teaching and learning practices in ECD centres.…”

Section: Background Of This Researchmentioning

confidence: 99%

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The impact of school principals on implementing effective teaching and learning practices

Fourie

2018

IJEM

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Purpose The purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres. Design/methodology/approach This research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres. Findings The findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications. Practical implications Challenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres. Originality/value The findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.

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Section: Resultssupporting

confidence: 89%

Section: Background Of This Researchsupporting

confidence: 85%

Section: Background Of This Researchmentioning

confidence: 99%

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The impact of school principals on implementing effective teaching and learning practices

Fourie

2018

IJEM

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“…The plus curriculum is a combination of the national and the pesantren (Islamic boarding) curriculum. The national curriculum was used as guidelines to implement teaching and learning activities at the school whereas the pesantren Learning Method and Teaching Material of Plus Curriculum In The Madrasah Aliyah Darul Ulum,Banda Aceh: An Ethnographic Study 49 tion of the reform, and the curriculum coherence (Pietarinen, Pyhältö, & Soini, 2016), shared sense-making strategies in curriculum reform (Pietarinen et al, 2016); understanding the impact of government's role in the change process of the reform (Wong & Cheung, 2015), how Chinese educators and teachers implement curriculum reform in mathematics classrooms (Zhao, Ah, Mok, & Cao, 2016), the perceptions and experiences of School Management Teams (SMTs) regarding their role in managing the implementation of the National Curriculum Statement (NCS) as curriculum change (Mafora, Phorabatho, Mafora, & Phorabatho, 2017); and the method of curriculum reform in colleges and universities (Song, 2018). However, studies related to the application of the basic curriculum components (objective, knowledge, school learning experiences and evaluation) have rarely been investigated related to cultural issue.…”

Section: Background Of Studymentioning

confidence: 99%

Learning Method and Teaching Material of Plus Curriculum In The Madrasah Aliyah Darul Ulum, Banda Aceh: An Ethnographic Study

Syarfuni

Nuruddin

Rafli

2019

ALLS

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This study is to understand the teaching materials, approaches and methods used in the plus curriculum in the teaching English as compulsory subject in the Madrasah Aliyah Darul Ulum Banda Aceh. An ethnography method was purposefully used where four participants were involved for an in-depth interview and classroom observation. The result revealed that the approaches were used namely scientific and communicative approach. The method becomes priority were lecture method, demonstration, discussion, simulation, grammar translation method, direct method, debate, and role play. Whereas the teaching material were sourced from the technical school guiding book, relevant technical books, magazines, visual-based teaching, audio-visual based and multimedia-based learning sources. Therefore, this is one of evidences that the using of teaching material, approaches and method under the plus curriculum can mediate the Madrasah Aliyah students’ English learning outcomes. This may put into account due to the specific educational and cultural issue and practices in those private Madrasah Aliyah. Moreover, it can be recommended to other schools in Banda Aceh to apply such an innovative and combination curriculum contents; local school and national curriculum instruction. A further ethnographic research is needed to investigate how teachers and principals prepare or determine teaching materials and learning model prior to the learning process conducted.

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“…and, • How is the plan going to be implemented? In accordance with the above key questions, Mafora and Phorabatho (2013) maintain that planning for teachers' curriculum change implementation should be a contexualised process through which the unique circumstances of the individual organisation are addressed.…”

Section: Providing Sound Planningmentioning

confidence: 99%

Constraints in the Management of Teachers’ Continuing Professional Development for Curriculum Reform Implementation in South Africa

Phorabatho¹,

Mafora

2013

MJSS

Self Cite

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Curriculum Change Implementation: Do Secondary School Principals Manage the Process?

Cited by 10 publications

References 2 publications

The impact of school principals on implementing effective teaching and learning practices

The impact of school principals on implementing effective teaching and learning practices

Learning Method and Teaching Material of Plus Curriculum In The Madrasah Aliyah Darul Ulum, Banda Aceh: An Ethnographic Study

Constraints in the Management of Teachers’ Continuing Professional Development for Curriculum Reform Implementation in South Africa

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