INFLUENCE OF IN-SERVICE EDUCATION AND TRAINING PROGRAMMES ON SECONDARY SCHOOL HEAD TEACHERS’ CURRICULUM LEADERSHIP COMPETENCE IN THE LUBOMBO REGION OF ESWATINI

Abstract

This study sought to investigate the influence of In-Service Education and Training programmes on secondary school head teachers’ curriculum leadership competence in the Lubombo region of Eswatini. Using both quantitative and qualitative approaches thirty-five (n=35; female=15; male=20) head teacher participants were sampled from 51 conveniently selected secondary schools in the Lubombo region. Data were collected through five Likert scale questionnaires and in-depth interviews. Quantitative data were analysed using percentages and frequencies, and thematic analysis was used for qualitative data. Findings indicated that INSET programmes pertaining to curriculum leadership competence only had influence in the following areas: enabling head teachers to benchmark their schools with other schools and developing head teachers’ skills of instructional observation. On the other hand, the study found that INSET programmes had no influence on head teachers’ curriculum leadership in the following areas: provision of teaching and learning materials and in encouraging teachers to cater for learners with different learning needs. It was therefore concluded that the influence of In-Service Education and Training programmes was only limited to head teachers’ leadership competence in benchmarking their schools with other schools and in developing head teachers’ skills of instructional observation. Therefore, it was recommended that the In-Service Education and Training department should consider overhauling its training programmes for secondary school head teachers by considering involving head teachers in needs assessment, setting programme duration, setting convenience and being mindful of the quality of trainers.