Managerial Role of the Principal in Curriculum Implementation

Abstract

This study examines the managerial role of principals in curriculum implementation in Tamil-medium secondary schools in the Nikaweratiya Education Zone of the Kurunegala District, Sri Lanka. The study was conducted using a descriptive survey design within a mixed-methods research approach. A purposive sample of 16 principals and deputy principals and 60 teachers was selected. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. The study focused on key dimensions such as curriculum planning, implementation, resource management, instructional supervision, and strategies used to address implementation challenges. Findings indicate that principals generally demonstrate a moderate to high level of involvement in curriculum management, particularly in areas such as planning, monitoring of instruction, and coordination of curriculum activities. However, lower levels of effectiveness were observed in providing feedback, supporting professional development, and promoting innovative teaching practices. Teachers, in several areas, reported lower levels of satisfaction compared to principals’ self-assessments, revealing perceptual gaps between the two groups. The study also identified challenges such as limited resources, workload issues, and inconsistent coordination among stakeholders. While principals reported taking multiple measures to address these challenges, a significant proportion of teachers perceived these actions as insufficient or not systematically implemented. Overall, the study concludes that although principals play a crucial role in curriculum implementation, there is a need to strengthen collaborative leadership, improve communication between principals and teachers, and enhance support systems such as feedback mechanisms and professional development opportunities. These improvements are essential for ensuring more effective curriculum implementation and improving the quality of education in the study area.