A thesis submitted in accordance with the requirements for the Degree Master of Education in the Department of Educational Foundations and Management at the University of Zululand, 2018. / When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions under which schools have been working since the implementation of the PPM do not appear to have improved curriculum implementation in schools. This has affected the management of implementation, and to a large extent the entire education system in South African schools. In this study, the researcher investigates the influence of the PPM on curriculum implementation at secondary schools in the King Cetshwayo District of KwaZulu-Natal in South Africa. The objectives of the study were to:  To establish how principals manage the PPM at secondary schools.  To find out the influence of the PPM in curriculum implementation at secondary schools. The quantitative approach grounded in the positivism paradigm was used to collect and interpret empirical data from principals of secondary schools in the King Cetshwayo District. The findings of the study reveal that the influence of the PPM in the management of the schools and in curriculum implementation affects the performance in all spheres of the schools in the King Cetshwayo District. The principals experience contextual problems which affect administration and curriculum implementation. The main recommendation from the study’s findings is that there is a need for the Department of Basic Education to revise the PPM in order to serve the needs of schools, particularly the previously disadvantaged schools that experience deficits in all areas of teaching and learning.