Analyzing the Managerial and Instructional Leadership Roles of Principals in Secondary School Curriculum Implementation: A Mixed-Methods Survey

Abstract

Effective curriculum implementation depends largely on the managerial and instructional leadership of school principals. However, empirical evidence on these leadership roles in Tamil-medium secondary schools in Sri Lanka remains limited. This study analyzed the managerial and instructional leadership roles of principals in curriculum implementation in eight Tamil-medium secondary schools in the Nikaweratiya Education Zone, Kurunegala District, Sri Lanka. A mixed-methods descriptive survey design was employed. Using purposive sampling, 16 principals/deputy principals and 60 teachers participated in the study (N = 76). Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics (mean and standard deviation), while qualitative data obtained through semi-structured interviews and document analysis were analyzed thematically. The findings revealed that principals demonstrated a moderate to high level of managerial and instructional leadership in curriculum implementation. In curriculum planning, principals reported high performance in the alignment of curriculum with national standards (M = 4.4, SD = 0.84), clarity of curriculum vision and goals (M = 4.3, SD = 0.45), and monitoring and supervision of planning processes (M = 4.4, SD = 0.34). During curriculum implementation, monitoring of classroom instruction (M = 4.4, SD = 0.35) and stakeholder communication and involvement (M = 4.1, SD = 0.22) received the highest ratings. Conversely, lower levels of effectiveness were observed in providing feedback to teachers (M = 2.4, SD = 0.36), promoting continuous professional development (M = 2.9, SD = 0.42), time management for curriculum implementation (M = 2.8, SD = 0.82), and ensuring compliance with curriculum policies (M = 2.7, SD = 0.84). Teachers consistently rated several leadership practices lower than principals, indicating perceptual differences regarding curriculum leadership. Qualitative findings further revealed that 70% of teachers perceived that no comprehensive or systematic actions had been taken to address curriculum implementation challenges, whereas 60% of principals reported implementing multiple strategies to overcome these barriers. Major challenges identified included limited resources, heavy administrative workloads, inadequate coordination, insufficient professional development, and weak communication between school leaders and teachers. The study concludes that while principals perform managerial and instructional leadership roles at a generally satisfactory level, strengthening collaborative leadership, systematic feedback mechanisms, teacher professional development, stakeholder engagement, and shared decision-making is essential for improving curriculum implementation and educational quality in secondary schools.