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Contextual intelligence for leading and managing curriculum change in primary schools
Thesis (PhD)--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613635138813952 |
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| access_status_str | Open Access |
| author2 | Marishane, R.N. (Nylon) |
| author_browse | Marishane, R.N. (Nylon) |
| author_facet | Marishane, R.N. (Nylon) |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80463 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:16.707Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80463 Contextual intelligence for leading and managing curriculum change in primary schools Marishane, R.N. (Nylon) u17299854@tuks.co.za Mahari, Veronica UCTD Contextual intelligence Curriculum change Change management in education Curriculum leadership Primary school leadership School improvement Education theses SDG-04 Education theses SDG-16 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2021. 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. pt2021 bs2026 Education Management and Policy Studies PhD Unrestricted SDG-04: Quality education SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2021-06-22T12:29:11Z 2021-06-22T12:29:11Z 2021/04/22 2021 Thesis Mahari, V 2021, Contextual intelligence for leading and managing curriculum change in primary schools, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80463> A2021 http://hdl.handle.net/2263/80463 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Contextual intelligence Curriculum change Change management in education Curriculum leadership Primary school leadership School improvement Education theses SDG-04 Education theses SDG-16 Education theses SDG-17 Contextual intelligence for leading and managing curriculum change in primary schools |
| title | Contextual intelligence for leading and managing curriculum change in primary schools |
| title_full | Contextual intelligence for leading and managing curriculum change in primary schools |
| title_fullStr | Contextual intelligence for leading and managing curriculum change in primary schools |
| title_full_unstemmed | Contextual intelligence for leading and managing curriculum change in primary schools |
| title_short | Contextual intelligence for leading and managing curriculum change in primary schools |
| title_sort | contextual intelligence for leading and managing curriculum change in primary schools |
| topic | UCTD Contextual intelligence Curriculum change Change management in education Curriculum leadership Primary school leadership School improvement Education theses SDG-04 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/80463 |