Curriculum Implementation In Primary Schools Without Curriculum Leadership: The Folly Of A System
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The paper is based on a self evaluation of perceived supervisory capabilities of 21 primary school heads attending a UNICEF workshop on the supervision of teachers in training. In their self evaluation, the heads of schools express lack of confidence and expertise in providing in-school instructional leadership in more than half the subjects comprising the primary school curriculum. The paper distinguishes administrative leadership from curriculum and instructional leadership and concludes by highlighting the role and significance of the school head as a curriculum and instructional leader. It is argued that the extent and quality of implementation of any curriculum is heavily dependent upon the amount and quality of training and leadership afforded assistant teachers in curriculum and instruction.