Evaluating the ‘Middle Managers and Curriculum Management’ Programme: Insights into Middle Leadership Practice through Huber’s Enhanced Evaluation Framework

Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education

Year: 2026

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Evaluating the ‘Middle Managers and Curriculum Management’ Programme: Insights into Middle Leadership Practice through Huber’s Enhanced Evaluation Framework

Dr. Micheal Mahome

ABSTRACT:

In South Africa, the training and development of middle managers in education has received comparatively less attention than in several Western educational contexts, such as those of England, Australia, and the United States. The literature on middle leadership (ML) consistently underscores the importance of sustained and coherent curriculum leadership training for middle managers, ideally coordinated through a centralised system. In the South African context, the Matthew Goniwe School of Leadership and Governance (MGSLG) serves as the central institution responsible for the capacity building and professional development of middle managers. While its primary focus is on the Gauteng Province, MGSLG also engages nationally and globally in research, development, and the delivery of innovative programmes in school management, leadership, and teacher development. Among its offerings in 2023 was the “Middle Managers and Curriculum Management” (MM&CM) programme. This study was undertaken to generate insights that could inform the ongoing refinement of the programme’s design and delivery. Notably, there is a paucity of research specifically evaluating staff training programmes in relation to the developmental needs of school-based middle managers. This gap underscores the relevance of the present study, which aims to evaluate the MM&CM programme. The evaluation was guided by the perceptions of five purposefully selected middle managers, focusing on three key dimensions: (1) the perceived relevance of the programme, (2) its usefulness, and (3) participant satisfaction. A process evaluation methodology, grounded in qualitative inquiry, was employed to assess the programme’s implementation, explore how it functions, and examine how it is structured, experienced, and received. Anchored in Huber’s enhanced evaluation framework, which facilitates a comprehensive and multi-perspective analysis, whether from a narrow or broad evaluative lens. The empirical findings coalesced around three central themes: the programme’s appropriateness, its perceived benefits, and the challenges and opportunities encountered during its implementation. The article discusses the implications of these findings for middle leadership practice within the South African educational landscape and offers recommendations for scaling and enhancing the programme. Ultimately, the study affirms the critical role of evaluation in strengthening professional development initiatives by positioning middle managers at the heart of continuous educational improvement.

Keywords: Middle Managers, Curriculum Management, Middle Leadership Practice, Evaluation Framework.