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Litshani, N. F. Bessong, A. R. O. Malatji, Maruping 2025 2026-07-09T07:35:10Z 2026-07-09T07:35:10Z 2026-05-19 Malatji, M. 2026. Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa. . . https://univendspace.univen.ac.za/handle/11602/3337 Malatji M. Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa. []. , 2026 [cited yyyy month dd]. Available from: Malatji, M. (2026). <i>Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa</i>. (). . Retrieved from Malatji, Maruping. <i>"Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa."</i> ., , 2026. TY - Thesis AU - Malatji, Maruping AB - 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. DA - 2026-05-19 DB - ResearchSpace DP - Univen KW - Curriculum Management KW - Management Roles KW - Curriculum Implementation KW - Curriculum Management Strategies KW - Curriculum LK - https://univendspace.univen.ac.za PY - 2026 T1 - Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa TI - Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa UR - ER - D. Ed. in Educational Management Department of Educational Studies Makhwathana, R. M. 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. 1 online resource (xv, 204 leaves) en PDF University of Venda Curriculum Management Management Roles Curriculum Implementation Curriculum Management Strategies Curriculum UCTD 371.20120968259 School principals -- South Africa -- Limpopo School administrators -- South Africa -- Limpopo High school principals -- Rating of -- South Africa -- Limpopo Curriculum change -- South Africa -- Limpopo Curriculum planning -- South Africa -- Limpopo Education -- Curricula Curriculum evaluation -- South Africa -- Limpopo Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa Thesis embargo