Curriculum leadership and support for enhanced economics curriculum implementation

Abstract

This study aims to report on the nature of curriculum leadership and support provided to Economics teachers by departmental heads in order to enhance Economics curriculum implementation within Mediated Learning Experience (MLE) theoretical framework. Underpinned by an interpretive paradigm, the study adopted a qualitative case study approach. The study employed purposive sampling to select participants n=6, three departmental heads, and three Economics teachers based on their experience, knowledge, and understanding of the phenomenon under research. Data were generated through semistructured interviews and were analysed using thematic analysis. The study revealed that departmental heads were providing curriculum leadership and support through moderation of assessment tasks, monitoring the assessment feedback provided to learners, observing teachers’ lessons and providing feedback to teachers on how to better their lesson delivery, interpreting policy documents, and providing resources. However, the study also revealed that some departmental heads were not providing leadership and support in subject content matter and setting of assessments as they were not competent themselves. The study recommends continuous departmental heads-initiated training so that they are able to provide teachers with meaningful curriculum leadership and support to enhance Economics curriculum implementation.