Abstract:
This study analyzes the basic education teacher's role as manager on student learning, based on the curriculum assumption in which advocates that for successful progress by learning cycles it is important to create conditions that allow students to achieve the basic skills required in the cycle. In this research, it was used predominantly qualitative method and, additionally, the quantitative method to measure the age, service time and other statistical nature of information. The survey was conducted from the 55 questionnaires analysis and 19 interviews were completed and answered respectively for an equal number of teachers assigned to the 10 Maputo City’s schools covered by the survey. Thus, the study results lead to the conclusion that: a) Teachers expressed that they know the rules provided in PCEB about the progression of learning cycles, although its practice and teachers performance, translated by the actual student ́s learning induce the opposing perception; b) Teachers revealed to know their role of promoter of effective student learning and how to manage learning in the classroom, but they denote a lack of commitment to their daily activities in the classroom; c) There is a need of effective educational management promotion in schools, involving student’s parents, improving learning conditions, motivation and in-service teachers training so that they can effectively play their role ensuring effective learning of their students
