Contextual intelligence for leading and managing curriculum change in primary schools

Abstract

South Africa has gone through a myriad of curriculum changes to correct the imbalances brought about by apartheid education policies. The global changes in politics, economy, the green environment and advances in technology have made a huge impact on the effective implementation of curriculum change. Principals working in this dynamic environment need to study the internal and external context in which they are operating in order to adapt to the new situation. This study sought to examine school principals’ use of contextual intelligence in leading and managing curriculum change. The study is underpinned by the interpretivist worldview and a qualitative case study approach was followed in collecting data. The sample consisted of principals, deputy principals and heads of departments from six Tshwane East schools. The schools involved were three township schools and three former model C schools from Tshwane East. The schools were purposively selected to improve the credibility and transferability of the findings, and 30 participants were involved in the study. For triangulation purposes data were collected using semi-structured face-to-face and focus group interviews and document analysis. Data were analysed using inductive thematic analysis and the findings were analysed using a contextual intelligence leadership construct. The findings reveal that principals are aware of the contextual factors that influence curriculum implementation. However most principals are not making use of contextual intelligence to deal with the challenges in their contexts. The study recommends training for principals on how they can use contextual intelligence in leading and managing curriculum change. There is a clear need to involve all stakeholders in the formulation and implementation of curriculum change.