The purpose of this study was to undertake an investigation into the investigation into the
management of Grade 3 mathematics curriculum in a Transformational leadership Approach
in Johannesburg East public school which is in D9 District of the Gauteng Department of
Education.
The role of the Leader in the school is to make sure the educative function us carried out to
the desired level. Curriculum management referred to the provision of effective leadership
and supervision by HOD's and other education managers of the activities of teaching staff in
a school in order to maximize the effectiveness and efficiency with which the curriculum is
delivered. The managers must ensure that quality teaching and learning is being provided and
it is the responsibility of all education managers.
A qualitative approach was undertaken to enable the researcher to explore the experiences,
feelings and perceptions of the educators, Heads of department (HODs) and Deputy
Principals to have a wider and richer assortment of current, valid and relevant data of how
management of Grade 3 Mathematics in curriculum in Transformational Leadership
approach. The quality of teaching in schools strongly influences levels of pupil motivation
and achievement, Fullan (2001). The managers in schools has been consistently alluded to as
the most significant factor in the success and quality of the school’s improvement process
(Petersen, 2001: 159)
The data collected for the research was analysed by using qualitative techniques and the
findings showed that through the responses from the educators, Heads of Department,
Principals showed that not enough support was given by the Department, workshops
presented were not enough and educators , HOD and Deputy Principals were unable to
implement as required. Educators felt that they did not receive proper and enough support
from the SMT as the SMT was not fully equipped to support them.
The HOD and Deputies responded that they felt limited in taking part in the Grade 3
mathematics curriculum transformational approach as educators were confined to a classroom
management style of thinking. The deputy principal, the heads of department and subjects
heads in primary schools as formal leaders, all have crucial responsibilities in assist the
principal in meeting the school’s instructional goals.