Leading curriculum changes in schools: The role of school principals as perceived by teachers

Abstract

The purpose of this article was to determine the views of teachers regarding the leading role of principals during curriculum changes in schools. The research was quantitative in nature, with one qualitative section and was based on a post-positivist worldview. The qualitative section serves to inform the reader explicitly on leadership issues that are important during curriculum changes. Eight hundred and eighty-four teachers from 67 schools formed the sample. Any change initiative always has an element of resistance to it that should be considered by principals, also when changes in the curriculum are being created. Bearing in mind the views of teachers, the effect of resistance to curriculum changes could be minimised. Principals could be in a better position to steer the curriculum changes in schools in the right direction. Teachers will, as a result, be in a better position to do their work properly to the benefit of the learners and, eventually, to the benefit of society.