Education stakeholders’ perceptions regarding the adequacy, role and effectiveness of the tertiary education curriculum in the preparation of potential school heads in Zimbabwe

Abstract

This study examines the perceptions of education stakeholders regarding the adequacy, role and effectiveness of the curriculum offered by tertiary education institutions in the preparation of potential school heads in Zimbabwe. In Zimbabwe, individuals are appointed to the position of headship from the ranks of senior teachers, but without having undergone any specific school leadership preparation. In view of the role played by TEIs in the professional development of teachers, it would have been ideal for the curriculum to effectively prepare them for school leadership. The study employed a descriptive case study approach to collect and analyse data from three school inspectors, ten school heads, ten deputy heads and ten senior teachers. Individual interviews and focus group discussions were used to collect data. Documentary analysis of relevant documentary sources was also done. The findings indicate that although the TEI curriculum provides a basic grounding in the mastery of pedagogic skills, it lacks adequate content for the effective leadership preparation of potential school heads. The study recommends the need for TEIs to review the structure and content of curricula so that it incorporates aspects of school leadership that are responsive to the professional development needs of the 21st century school head. Key words: effectiveness, curriculum, academic programmes, teacher education institutions, responsibilities, school heads