The role of instructional leadership in the implementation of mathematics curriculum changes in the intermediate phase

Abstract

Despite the vast research by South African researchers about the implementation of curriculum change in mathematics classroom in early childhood education, little is known about the perspective of the role of school based instructional leaders in creating an environment for continuous professional development for mathematics teachers. The images that emerged from the literature is the poor performance of learners in mathematics, the poor quality of mathematics teachers and inability of mathematics teachers to implement curriculum innovations and the impact of apartheid upon the teaching and learning of mathematics. Overcrowded classrooms and lack of parental involvement are some of the factors associated with challenges and threats facing implementation of the proposed techniques and strategies of teaching to ameliorate learners’ competences in knowledge and cognitive skills in mathematics. There are recommendations based on empirical studies highlighted by literature, which points to solutions to the threats and challenges of mathematics teaching in early childhood, particularly at intermediate phase (middle schooling education). The synthesis of literature established a synchronic connection in the conceptual understanding of the role of the heads of mathematics department and instructional leadership in the context of creating an environment conducive in schools, for effective delivery of curriculum innovation and continuous professional development. The argument in this study is that effective curriculum management should be the responsibility of the top-down and bottom-up networks and collaboration. The heads of mathematics department as school based instructional leaders should focus their activities on the matters of curriculum delivery and continuous professional development of mathematics teachers. Heads of mathematics departments should account to the layers of curriculum management beyond their school premises on their activities, such as, mentoring, coaching and professional development of teachers and about the professional practices of their colleagues regarding learners’ poor performance as well. There were strong evidence in the analysis of data collected by means of questionnaire and in depth interviews from three case studies designed for the study that: • limited support given to teachers to understand the importance of maximising active participation in learning activities and selecting teaching strategies for inclusive classroom environment • Little encouragement of teachers from heads of the mathematics to apply the teaching and learning strategies and techniques proposed for implementing innovations in the mathematics curriculum. • lack of uniformity among HMDs regarding the performance of their instructional leadership roles of creating environment conducive for continuous professional development of mathematics teachers. • Inadequate clarity on the purpose of instructional leadership among Heads of Mathematics department in intermediate phase, which impedes collaborative engagement, and sharing of common vision in the department regarding what ought to be the mechanisms for implementing innovations of mathematics curriculum in their daily classroom practices. This study is part of the growing body of research into the clinches` that hinder the implementations of curriculum changes in mathematics classrooms in early childhood education. The recommendations made in this study contribute to the ongoing research towards finding solutions to the limited support to mathematics teachers in rural and township schools. The study used Valsiner’s theory of socio-cultural learning and Senge’s five Disciplines to analyse data, which resulted in the identification of areas, which Heads of mathematics departments should focus on, to promote the effective implementation of strategies and techniques proposed by mathematics curriculum innovation (CAPS) in order to enhance learning of mathematical knowledge and skills in the intermediate phase.