- Title
- Collegial leadership roles of teachers to manage curriculum reform in primary schools In Limpopo, South Africa
- Creator
- Kgohlo, Piet Maphodisa
- Subject
- Limpompo (South Africa)
- Subject
- Eastern Cape (South Africa)
- Subject
- South Africa
- Date Issued
- 2015-01
- Date
- 2015-01
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/53349
- Identifier
- vital:45143
- Description
- The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools.
- Description
- Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (362 pages)
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | PIET MAPHODISA KGOHLO.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |