In terms of curriculum management in primary schools, the study's main goal was to examine the roles and experiences of school management teams (SMTs). Therefore, it was intended to look at the functions of SMTs as instructional leaders. A qualitative research strategy was adopted, and data were gathered through non-participant observation, individual interviews, focus groups, and document analysis. The participants' meanings of their lived experiences were described using the interpretivist paradigm. The management of curriculum implementation was viewed through the lenses of instructional leadership and traditional management ideas. SMTs, or participants with plenty of information, were chosen through purposeful sampling. It was discovered that the SMTs must apply both management and leadership constructs to manage the execution of the program effectively. Ineffective management and leadership prevent effective teaching from taking hold in classrooms. For schools to be effective, leadership and management must be of a high calibre. Additionally, it was discovered that while SMTs were able to recognize their tasks, some of them lacked expertise in managing the execution of curricula. Only primary schools were examined, and the study mostly relied on the opinions of the SMTs, which include the principle, deputy principal, departmental heads, subject heads, and senior teachers.
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