Enhancing Learner Performance Through Stakeholder Co-construction of School-Based Curriculum in South African schools offering Business Studies

The South African curriculum has undergone several reforms since the advent of democracy in 1994 to enhance learner peformance and quality education. However, poor learner performance still prevails. This raises concerns among education stakeholders and calls into question standard of education received by South African learners. Although research studies have investigated likely factors associated with poor learner performance, the role of the school-based curriculum (SBC) in improving learner performance has not been thoroughly investigated. Hence, this study explores roles of stakeholders in the development of SBC to improve learner performance in secondary schools. Underpinned by socio-cultural theory (SCT) and situated within a transformative paradigm, this study used a mixed methods explanatory sequential research design. Quantitative data was gathered through closed-ended questionnaires distributed to 81 teachers and 198 school management team (SMT) members who were purposefully selected in performing and underperforming schools. Qualitative data was collected through structured interviews that involved the principals. Confirmatory factor analysis (CFA) was used to analyse the quantitative data using Statistical Package for the Social Sciences (SPSS) whilst qualitative data was thematically analysed using ATLAS ti The findings revealed that SMTs play the central role in development of SBC, though the process requires collaboration with internal and external stakeholders and this is influenced by principals’ view of the concept SBC. Based on these findings, the study recommends the development of a policy specifying specific roles internal and external stakeholders should play in development of SBC in schools. Additionally, stakeholders particularly teachers as curriculum implementers, should be co-opted into SBC process to integrate their insights and enhance their instructional delivery.