Exploring Strategies for Environmental Education Interventions Through Distributed Leadership in Secondary Schools in South Africa

Abstract

Environmental education (EE) allows citizens to explore environmental issues, engage in problem solving by taking action to improve the environment in totality. To solve environmental issues, there is a need for interventions for EE globally. However, there is evidence in the field that there are no interventions in place for EE curriculum management in schools. This research aimed to explore interventions that can be fostered by distributed leadership to manage EE curriculum in schools. The current research adopted a constructivism research paradigm supporting qualitative research approach, employed the descriptive case study research design as well as non-probability sampling, which is purposive in nature, and individual interviews as data collection tools. The participants invited to contribute to the understanding of distributed leadership in schools in the current research is, two subject advisors and three principals. The findings of the current research point that there are no interventions in place to manage EE curriculum. But the research recommended strategies that could help to manage the curriculum of EE. The monitoring of teachers and learners’ books were believed to be an intervention to manage the curriculum, likewise, the EE curriculum. However, the current research recommended a buy-in strategy, a need to improve the curriculum to be less theoretical, but more practical. Therefore, it is recommended that the content of EE is revisited to best suit the current human lifestyles.

Keywords

• Environmental education
• environmental education management
• curriculum
• curriculum management
• distributed leadership

Supporting Institution

The author is a beneficiary of the NIHSS scholarship, and she was funded by NIHSS during her PhD journey.

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