Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It was specifically aimed at addressing the educational imbalances of the past. Policy changes in the curriculum were thus inevitable. A part of transformation in education was the quest for greater participation by all school communities in South Africa through an approach of effective school-based curriculum management and development. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question. The aim of the study was to explore how curriculum coordinators experienced their leadership role and functions within the context of schoolbased curriculum development. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experiences and perceptions of curriculum coordinators in their particular contexts. Firstly, the literature revealed that it is indeed an enormous challenge for curriculum coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum coordinators to demonstrate their leadership role and coordination function as curriculum leaders effectively and to provide good support and direction. Curriculum coordinators are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. The research findings indicated that the curriculum coordinators do fulfil their responsibilities regarding curriculum management. Nevertheless, curriculum coordinators were not sure what their leadership function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help curriculum coordinators to execute their roles and responsibilities effectively. / AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel. Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van transformasie in die onderwys was ook die strewe om groter deelname vir alle skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe skoolgebaseerde kurrikulumbestuur en ontwikkeling. Die studie het dit ten doel gehad om die leiersrol en funksies van die kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul onderskeie kontekste. Uit die literatuurstudie blyk dit eerstens dat dit inderdaad `n groot uitdaging vir kurrikulumkoördineerders is om kurrikulumverandering te inisieer en te bestuur. Tweedens is dit uiters moeilik vir kurrikulumkoördineerders om hul leiersrol en koördineringsfunksie as kurrikulumleiers effektief te demonstreer en om effektiewe leiding en ondersteuning te bied. Die uitdaging vir kurrikulumkoördineerders is om hulself te bemagtig om voortdurende kurrikulumverandering te kan implementeer om sodoende effektiewe kurrikulumbestuur te verseker. Uit die resultate is bevind dat kurrikulumkoördineerders wel probeer om hul verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat hulle nie heeltemal seker is oor wat hulle leiersfunksie en rol behoort te wees nie. Verder toon die studie dat kurrikulumkoördineerders `n behoefte het aan `n duidelike beleid en raamwerk wat hulle sal help om hulle verantwoordelikhede effektief te kan uitvoer.