Abstract:
The aim of this research was to examine the function of school management teams (SMTs) in managing the intermediate phase curriculum in the Mopani West District of Limpopo Province. The implementation of SMTs is a significant change brought about by the new education system, which requires school leaders and their SMTs to undergo comprehensive training to contribute effectively to curriculum management. However, despite the training provided, there is evidence of poor curriculum management in the intermediate phase, as demonstrated by learners’ academic performance. Guided by Hersey and Blanchard's (2014:215) Situational Leadership theory, this study adopted an interpretive paradigm within the qualitative research approach. A total of 18 participants, comprising six school principals, six deputy principals, and six departmental heads, were purposefully selected for the study. Data was gathered through observation, individual interviews, and document analysis. Thematic content analysis was used to analyse the data in three interrelated stages, guided by the study’s four research questions. The study’s findings revealed that SMTs are responsible for the daily management of school affairs and implementing departmental policies. Resources were identified as the most critical support structures, as curriculum management largely depends on the resources available in schools. The study recommends that SMTs should monitor and support curriculum implementation and suggests the development of a Curriculum Management and Delivery Model (CMDM) to assist school management teams in enhancing their curriculum management roles. Additionally, the study highlights the need for comprehensive training to be provided by the Department of Basic Education.
