The need for curriculum leadership training programmes for members of school management teams

The purpose of this chapter is to investigate the roles of school management teams in curriculum delivery through information and communication technologies (ICTs) in education concerning e-schools' community engagement. In terms of summarizing the content, the background is provided regarding the context of this problem and a review of the literature as per the outlined objectives of the chapter and including applicable theoretical and conceptual frameworks. The methodology, research method, paradigm, and sampling techniques used are indicated, as are data collection instruments, data analysis and interpretation, and research ethics. Finally, in dealing with the issues, controversies, problems, and challenges presented in the research questions and objectives, the findings as per the empirical study conducted are outlined with the discussions of solutions and recommendations. Future research directions are also discussed before the conclusion provides a discussion of the overall coverage of the chapter.

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Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools

Advances in Educational Marketing, Administration, and Leadership - Investigating the Roles of School Management Teams in Curriculum Delivery ◽

10.4018/978-1-7998-7168-2.ch003 ◽

2021 ◽

pp. 33-51

Author(s):

Philda Mandisa Mbane ◽

France Machaba

Keyword(s):

Primary Schools ◽

School Management ◽

Management Teams ◽

Gauteng Province ◽

Curriculum Assessment ◽

Qualitative Research Methodology ◽

Research Questions ◽

Curriculum Delivery ◽

Assessment Strategies

This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.

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School Management Teams’ Instructional Leadership Role in Closing the Achievement Gap in Impoverished Schools

Africa Education Review ◽

10.1080/18146627.2018.1464696 ◽

2018 ◽

Vol 16 (6) ◽

pp. 94-110

Author(s):

Raj Mestry

Keyword(s):

Achievement Gap ◽

Instructional Leadership ◽

School Management ◽

Management Teams ◽

Leadership Role ◽

Closing The Achievement Gap

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Finding a path to growth as a leader: a medical learner perspective

BMJ Leader ◽

10.1136/leader-2018-000069 ◽

2018 ◽

Vol 2 (2) ◽

pp. 56-58 ◽

Cited By ~ 3

Author(s):

David A Benrimoh ◽

Jordan D Bohnen ◽

Justin N Hall

Keyword(s):

Leadership Development ◽

Leadership Training ◽

Leadership Skills ◽

Leadership Education ◽

Formal Training ◽

Clinician Educators ◽

Clinical Environments ◽

Learner Perspective ◽

Training Programmes ◽

Postgraduate Medicine

Physicians are often required to lead teams in clinical and non-clinical environments but may not receive formal training in advance of these opportunities. In this commentary, three medical learners discuss their views on leadership education in undergraduate and postgraduate medicine, arguing that leadership development should be more explicitly integrated into training programmes and that medical leaders need to be better recognised for their contributions to this field, much like expert clinicians, clinician-educators and clinician-scientists are recognised for theirs. After reviewing the published literature in this domain, reflecting on their experiences engaging with medical leaders and attending a leadership education summit, the authors conclude that, as initial steps towards improving leadership training in medical education, faculties and programmes should commit to incorporating leadership training into their curricula, and strive to deliberately connect learners interested in leadership with practising clinician-leaders with an eye towards improving learners’ leadership skills. These first steps could help to catalyse the necessary shift towards improved leadership education and better patient care.

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