UNIDAD DE FISCALIZACIÓN DE LOS RECURSOS DE LOS

Curriculum management includes the many administrative processes and procedures involved in maintaining accurate, up-to-date information about curriculum offerings. Cardno, 2003), cited in Kyahurwa (2013: 14) defines curriculum management as academic leadership, instructional leadership or management of the core business of the campus teaching and learning process. Curriculum management is the effort put by all stakeholders involved towards the successful implementation and attainment of set curriculum goals. Curriculum management requires curriculum managers to be well versed with the curriculum, teaching methods and approaches so that they can be able to provide instructional and curriculum leadership.

The attitude of leadership structures towards the curriculum implementation process is essential if change is meant to be serious. According to Mazibuko (2003:18), the management should assist teacher educators to alter, rearrange, and reinterpret the curriculum. They should organize an effective leadership role, create an enabling campus climate, exercise effective management behavior and overcome constraints from the community or handle the inputs from the community effectively. Mason (2004:21) also states that the campus management who are regarded as instructional leaders should provide curricular direction for the team, inspire and energize the team, motivate and mediate educational policy to the team, mentor and support the team and monitor the progress. The management must ensure that teacher educators have the necessary support system in place, such as resources etc. to implement the curriculum effectively. Furthermore, curriculum designers should also demonstrate active knowledge and understanding both of the attempted change and the process of putting it into reality, in order to provide conducive conditions for the implementation.

Blasé and Blasé (2004:162) identified three primary elements of successful instructional management leadership:

• Conducting conferences: This includes making suggestions, giving feedback, modelling, using inquiry advice and opinions of teacher educators.

• Providing staff development: It includes emphasizing the study of teaching and learning, support for collaboration, development of coaching relationships, use of research, provision of resources, and application of adult and development to all phases of the staff development programs.

• Developing teacher educator reflection: It includes modeling, classroom observation, dialogue, suggestions and praise.

The above discussion indicates that the management structures of campuses are vital to the success of the curriculum paradigm shift (October, 2009: 11). They are to provide direction, mentor and support to the teacher educators and student teachers emotionally and materially, monitor the progress and provide feedback on the teaching and learning and provide staff development. Therefore, there is a need that the management should work together with teacher educators to define curriculum goals and strategies to attain the curriculum goals. It is therefore important that campus managers should have good knowledge of the curriculum program and knowledge of how to motivate teacher educators because the implementation of a new program affects them emotionally. Teacher educators with low morale may perform poorly in their duties. As such, motivation is one of the roles of management leaders that should also be taken into consideration. Motivation is defined as a management strategy to inspire people with the vision, mission and goals of the institution so that attainment of institutional goals becomes the individual’s driving force. Motivation helps staff members to accept curriculum changes (October, 2009: 11).

The campus management’s role in regard to motivation is that they should be able to explain how individual members of staff and the institution will benefit from the changes. These benefits should suit the needs of individuals as much as possible to win acceptance of the new curriculum. Challenging duties could also be allocated to the staff members to allow them the opportunity to make decisions within policy guidelines. The tasks or duties allocated to staff should be meaningful. According to Burke and Krey (2003: 23) meaningfulness becomes one of the primary influences that campus managers can generate in helping teacher educators to work creatively, collaboratively and in a coordinated manner. It is a challenge on the side of the campus managers to know each and every individual’s needs, but they should try to know the needs of the staff and integrate them with the needs of the campus. This will make the staff members identify with

changes. Burke and Krey (2003: 23) further indicate that people can move in harmony when their individual perspectives have been put into harmony with those of others. Part of this can be achieved through clarification of goals.

Mason (2004:61) identified among others, the following strategies in order to motivate the staff to cope with the new curriculum program:

• Create a comfortable and pleasant teaching environment: good classrooms, furniture, teaching and learning resources.

• Ensure a work environment that is physically and psychologically safe and free from external threats.

• Ensure a work environment through creation of policies, procedures and job descriptions. • Be consistent and fair with everyone.

• Communicate information regularly.

• Introduce changes gradually and systematically.

• Create opportunities for teacher educators to work as a team. • Involves teacher educators in planning processes

• Support personal and professional growth through continuous learning and training, as well as allowing individuals to perform.

Geyser, Sleegers, Stoel and Kruger (2007), cited in Ifemoa (2010: 86) also state that the use of leadership power is crucial for continuous promotion of knowledge and skills of teacher educators through curriculum and instructional leadership. An environment should be created by leaders where teacher educators can make suggestions, offer advice and raise their opinions. Listening to teacher educators view and advice will not reduce leadership powers of the campus manager, but will pull together everybody to work as a team and to participate fully if they (teacher educators) know that their views are valued. October (2009: 11) articulates that a participatory management style is important, because although the campus manager is the guide of the educational change process, the entire campus shares the responsibility of taking ownership in the process of change. Curriculum changes need to be reinforced and campus managers have to guard against any form of resistance from teacher educators (October, 2009).

In conclusion, teacher educators should get as much information as possible on how to perform their duties and why they have to do so. Furthermore, the creation of a positive campus climate will motivate both the managers and teacher educators to face the challenges of the new curriculum with confidence. It will also foster the spirit of cooperation and collegiality whereby teacher educators can easily share their understanding of a new curriculum. In addition, good relationships may encourage educators to be more involved and dedicated to the implementation of a new curriculum as long as they are aware of what they are doing.