Theses and Dissertations
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Browsing Theses and Dissertations by Author "Bessong, A. R. O."
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Item Embargo Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa(2026-05-19) Malatji, Maruping; Litshani, N. F.; Bessong, A. R. O.The study focused on Grade 12 learners’ underperformance in Mopani West District of Limpopo Province, South Africa. This case study aimed to explore school principals’ curriculum management roles that can impact the performance of Grade 12 learners in Mopani West District secondary schools. The study was premised on the constructivism paradigm and was underpinned by Hersey and Blanchard's Situational Leadership and Likert’s (1961) Participative Management Theories. A qualitative research methodology was employed. The population of the study comprised of principals from 11 secondary schools of Thabina Circuit in Mopani West District. A purposive sampling procedure was utilised to select a sample of 6 school principals of Thabina Circuit in Mopani West District. In-depth data was collected using semi-structured individual interviews with six sampled principals. Document analysis and an on-site observation checklist were also used to collect data. The findings included: principals play a pivotal curriculum management role of monitoring teaching and learning, functional management of planning, organising, leading or directing and controlling as well as instructional leadership. The most challenging issues for curriculum management are workload, high work-related pressure, shortage of resources, lack of facilities and lack of parental support. The study recommends among others, that effective strategies for resolving curriculum management challenges entail delegation of responsibility, data-driven strategy, collegial decision making, collaboration, partnership, curriculum coverage and parental involvement. Principals should play their respective crucial curriculum management roles for promoting quality teaching and learning by eradicating all types of Grade 12 learners’ underperformance in schools. Principals should also consistently attend teacher development programmes to improve their knowledge and skills about curriculum management for promoting quality teaching and learning. Moreover, principals should adopt curriculum management and implementation strategies such as curriculum monitoring, evaluation, and assessment in order to improve and sustain the quality of teaching. and learning. The DBE should develop policies for efficient curriculum management while appointing education specialists to workshop principals on the new models of curriculum management and implementation. A Combinational Curriculum Management Model (CCMM) is suggested to principals for effective curriculum management.Item Embargo The Role of School Management Team in Improving the Academic Performance of Grade 12 Learner in Malamulele North-East Circuit, South Africa(2025-09-05) Yingwane, Foster; Bessong, A. R. O.; Litshani, N. F.The aim of this study was to investigate the role of School Management Teams in improving the academic performance of Grade 12 learners. Despite STMs’ roles, articulated in various policies, on learner academic performance, there are challenges facing SMTs in improving the academic performance of learners. The study employed the interpretive research paradigm, which also informed the use of the qualitative research methodology. Exploratory research design was used as a blueprint of the study. The population of the study included principals, deputy principals, departmental heads and teachers. To achieve the objectives of the study, purposive sampling method, as a non-probability sampling, was used to choose ten (10) participants, four (04) principals, two (02) deputy principals, two (02) departmental heads and two (02) teachers who were teaching Grade 12 learners. Data were collected through face-to-face interviews and thematically analysed. The findings revealed that SMTs must lead and manage teaching and learning by monitoring lessons, providing teaching and learning resources, and ensuring stakeholder collaboration. The findings also revealed challenges for SMTs’ roles, such as inadequate knowledge of roles, lack of resources, lack of stakeholder collaboration as well as teacher and learner ill-discipline. Strategies to overcome these challenges were proposed. The study recommended that the Department of Education should provide continuous professional development to SMTs and provide adequate resources to all schools. The findings would contribute to the body of knowledge on the role of SMTs in improving learners’ academic performance.