The Impact of School Head and Teacher Relations: How Relationships Shape Teachers’ Attitudes towards Work in Schools

Abstract

This qualitative study used a purposefully selected sample and some interviews to generate data. The data revealed strategic instructional leadership and classroom practices used by school heads to influence teachers to use relationships that facilitate effective instruction to implement the competence-based school curriculum. The zone of proximal development (ZPD) theory formed the framework for understanding management of curriculum implementation. Throughout data generation, I asked participants to describe best practices appropriate for implementing the competency-based curriculum. Participants revealed best practices applicable to the Zimbabwean context. Key findings revealed that project-based learning best promotes student-to-student relations that guarantee safe social conditions for learners to share ideas. I concluded that implementing competency based instruction requires instructional leadership modelled around project-based learning (child-centred) as opposed to teaching (teacher-centred) instruction. Facilitation includes developing trust, active listening skills, leaner-grouping and relationships among teachers and learners. Sustained school-based professional development is critical for the success in implementing the competency-based curriculum.