Factors Impacting Heads of Department’s Management of Teaching and Learning in Primary Schools: A South African Perspective
Abstract
The purpose of this study was to explore factors impacting heads of department’s management of teaching and learning at primary schools in South Africa. The study was based on the Hersey-Blanchard Situational Leadership Model. It adopted a concurrent triangulation mixed-methods research design which combined the positivist and interpretivist paradigms. The sample consisted of 60 heads of department, who responded to a questionnaire, and another additional 10 heads of department who were interviewed. Simple random sampling was used to select the respondents to the questionnaire while purposive sampling was used to select the interviewees. The findings revealed factors such as, inter alia, a lack of administrative and financial support, lack of parental involvement, lack of learner academic development, poor working conditions, insufficient supply of learning support materials, and lack of laboratories. Therefore, this study recommends that there should be sufficient time allocation for heads of department to balance the management of teaching and learning with other roles attached to their job description as outlined in the Personnel Administrative Measures (PAM). Heads of department should be trained and be developed to support teachers and learners to enhance the quality of teaching and learning. They should share the challenges that are experienced in the classrooms with parents to be in a position that enables parents to help teachers. School-parent collaboration will enhance effective management by heads of department. Moreover, the Department of Basic Education officials should provide sustained administrative and financial support to enhance department heads’ management of teaching and learning in primary schools.
https://doi.org/10.26803/ijlter.21.1.12
Keywords
Full Text:
PDFReferences
Ahmad, R. H., & Ghavifekr, S. (2014). School leadership for the 21st century: A conceptual overview. Malaysian Online Journal of Educational Management, 2(1), 48–61. https://ejournal.um.edu.my/index.php/MOJEM/article/view/6116/3825
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education. Cengage.
Bipath, P., & Nkabinde, M. M. B. (2018). The motivational roles of heads of department in learners’ performance and quality of schooling in South Africa. South African Journal of Childhood Education, 8(1), a460. https://doi.org/ 10.4102/sajce.V8i1.460
Bush, T. (2013). Instructional leadership and leadership for learning: Global and South African perspectives. Education as Change, 17(1), 5-20. https://doi.org/10.1080/16823206.2014.865986
Chabalala, G., & Naidoo, P. (2021). Teachers’ and middle managers’ experiences of principals’ instructional leadership towards improving curriculum delivery in schools. South African Journal of Childhood Education, 11(1), a910. https://doi.org/10.4102/sajce.v11i1.910
Cherry, K. (2020, November 13). The situational theory of leadership. Verywell Mind, https://www.verywellmind.com/what-is-the-situational-theory-of-leadership-2795321
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Corrick, G., & Reed, M. (2019). Pedagogical leadership: Challenges and opportunities. In S. Cheeseman & R. Walker (Eds.), Pedagogies for Leading Practice, (pp. 65–77). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches. Sage.
De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416. https://doi.org/10.1080/13632434.2017.1411902
Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools: A challenge for South Africa. South African Journal of Education, 39(1), S1-S9, https://doi.org/10.15700/saje.v39ns1a1774
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1-4). https://doi.org/10.11648/j.ajtas.20160501.11
Flick, U. (2018). Doing triangulation and mixed-methods research. Sage.
Ghavifekr, S., & Ibrahim, M. S. (2014). Head of departments’ instructional supervisory role and teachers’ job performance: Teachers’ perceptions. Asian Journal of Social Sciences and Management Studies, 1(2), 45-56. https://econpapers.repec.org/article/aojajssms/2014_3ap_3a45-56.htm
Ghavifekr, S., Ibrahim, M. S., Chellapan, K., Sukumaran, K., & Subramaniam, A. (2015). Instructional leadership practices of principal in vocational and technical college: Teachers’ perception. Malaysian Online Journal of Educational Management, 3(1), 48–67. https://ejournal.um.edu.my/index.php/MOJEM/article/view/6094/3805
Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: Voices from the middle. Professional Development in Education, 41(3), 508-526. https://doi.org/10.1080/19415257.2014.924985
Gurr, D. (2018). School middle leaders in Australia, Chile and Singapore. School Leadership & Management, 39(3), 1-19. https://doi.org/ 10.1080/13632434.2018.1512485
Hargreaves, A., & Ainscow, M. (2015). The top and bottom of leadership and change. Phi Delta Kappan, 97(3), 42–48. https://doi.org/10.1177/0031721715614828
Harris, A., & Jones, M. (2017). Middle leaders matter: Reflection, recognition, and renaissance. School Leadership & Management, 37(3), 213-216. https://doi.org/10.1080/13632434.2017.1323398
Heikka, J. E., Kahila, S. K., & Suhonen, K. K. (2020). A study of pedagogical leadership plans in early childhood education settings in Finland. South African Journal of Childhood Education, 10(1), 837. https://doi.org/10.4102/sajce.v10i1.837
Hersey, P., & Blanchard, K. H. (1988). Management of organization behavior: Utilizing human resources. Prentice-Hall.
Hughes, T., Bechtler, M., Cruz-Szabo, G., Hafner, L., Ortiz, L., Piel, K.,Quiroz, S., & Robbins, T., (2020). Could proactive local policy improve principals’ building-level leadership of special education services? eJournal of Education Policy, 21(2), 1-16. https://doi.org/10.37803/ejepF2002
Ivankova, N., Creswell, J., & Plano Clark, V. 2020. Foundations and approaches to mixed methods research. In K. Maree, (Ed)., First steps in research (pp. 327-355). Van Schaik.
Kenton, W. (2019). Hersey-Blanchard model. Leadership & Management, 39(3) 1-19. https://doi.org/10.1080/13632434.2018.1512485
King, N., Horrocks, C., & Brooks, J. (2019). Interviews in qualitative research. Sage.
Leithwood, K. (2016). Department-head leadership for school improvement. Leadership and Policy in School, 15(2), 117-140. https://doi.org/10.1080/ 15700763.2015.1044538
Li, W., Liping, P., & Khan, Q. (2018). Research methods in education. Sage.
Lumadi, R. I. (2017). Ensuring educational leadership in the creation and leadership of schools. Koers, 82(3), 1-6. https://doi. org/10.19108/KOERS.82.3.2328
Mampane, S. (2017). Training middle managers of South African public schools in leadership and management skills. (pp. 143-150). Current business and economics driven discourse and education: Perspectives from around the world BCES Conference Books, Volume 15. Sofia: Bulgarian Comparative Education Society.
Maree, K., & Pietersen, J. (2020). Sampling. In K. Maree (Ed.), First steps in research (pp. 212-223). Van Schaik.
May-Lim, S., & Lipponen, L. (2019). Pedagogical leadership and conflict of motives in commercial ECEC environment. In S. Cheeseman & R. Walker (Eds.), Pedagogies for leading practice (pp.165-181). Routledge.
Marishane, R. N. (2011). School leadership in changing context: A case for school-based management. Van Schaik.
Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-11. https://doi.org/10.15700/saje.v37n1a1334
Metcalfe, M. (2018). Jika iMFundo 2015-2017: Why, what and key learnings. In P. Christie & M. Monyokolo (Eds.), Learning about sustainable change in education in South Africa: the Jika iMfundo campaign 2015-2017. (pp. 17-74). Saide.
Mthiyane, C. C. N., Naidoo, J., & Bertram, C. (2019). Context matters: Heads of department’s leadership practices in monitoring and supporting teachers in schools participating in Jika iMfundo. Journal of Education, (75), 56-76. https://doi.org/10.17159/2520-9868/i75a05
Naidoo, P., & Petersen, N. (2015). Towards a leadership programme for primary school principals as instructional leaders. South African Journal of Childhood Education, 5(3), 371. http://dx.doi. org/10.4102/sajce.v5i3.371
Nieuwenhuis, J. (2020). Analysing qualitative data. In K. Maree (Ed.), First steps in research (pp. 117-153). Van Schaik.
Nyagaya, P. A. (2015). Factors influencing teachers’ level of job satisfaction in public primary school in Kayole Division, (Master’s degree thesis). University of Nairobi. http://hdl.handle.net/11295/90863
Odhiambo, G. O. (2014). Squeezed? The role, purpose and development of middle leaders in school. [Paper Presentation]. Joint Australian Association for Research in Education and New Zealand Association for Research in Education (AARE/NZARE), Brisbane, Australia. https://www.aare.edu.au/data/ 2014_Conference/Full_papers/ODHIAMBO_14.pdf
Ogina, T. A. (2017). How heads of departments understand their roles as instructional leaders: A South African study. International Journal of Educational Sciences, 18(1-3), 224-230. https://doi.org/10.1080/09751122.2017.1352573
Privitera, G. J., & Ahlgrim-Delzell, L. (2019). Research methods for education. Sage.
Prowle, A., & Musgrave, J. (2019). Utilising strengths in families and communities to support children’s learning and wellbeing. In S. Cheeseman & R. Walker (Eds.), Pedagogies for leading practice (pp.125-141). Routledge.
Republic of South Africa. Department of Basic Education. (2013). Policy on the organization, roles and responsibilities of education districts. Government Printer. https://www.education.gov.za/LinkClick.aspx?fileticket=F4jE1wmNQeA%3D&tabid =390&portalid =0&mid=1125
Republic of South Africa Department of Basic Education. (2016). Personnel administration measures (PAM). Government Gazette (no. 39684). Government Printer. https://www.gov.za/sites/default/files/gcis_document/201602/39684gon170.pdf
Rusnak, M. (2018). The oversensitive, demanding parent vs. the professional teacher – the ongoing struggle for the common ground of parent-teacher collaboration in Poland. International Journal about Parents in Education, 10(1), 70-78. https://www.researchgate.net/publication/326211291
Ruto, K. J., Kapkiai, M., & Kiprop, D. (2016). Effect of head teachers’ turnover on teacher performance in public primary schools in turbo division, Kenya. International Journal of Education and Research, 4(10), 163-174. http://41.89.196.16:8080/xmlui/handle/123456789/915
Sears, A., Peck, C., & Herriot, L. (2014). We’re here to teach about democracy not practice it: The missed potential of schools as democratic spaces. One World in Dialogue. 3. 1-9.https://www.academia.edu/36315355/Were_Here_to_Teach_About_ Democracy_Not_Practise_It_The_Missed_Potential_of_Schools_as_Democratic_Spaces_1
Seobi, B. A., & Wood, L. (2016). Improving the instructional leadership of heads of department in under-resourced schools: A collaborative action-learning approach. South African Journal of Education, 36(4), 1-4. https://doi.org/10.15700/saje.v36n4a132
Sengai, W. (2021). Heads of departments’ role in implementation of History syllabi at selected Zimbabwean secondary schools: An instructional leadership perspective. Yesterday & Today Journal for History Education in South Africa and Abroad, 25, 1-29. https://doi.org/10.17159/2223-0386/2021/n25a6
Simpson, K. P., Howard, P. M. A., Peligah, A. Y. S., & Cann, L. O. (2016). Assessing the challenges heads of department encounter in instructional supervision in Ghana: A case of selected senior high schools in Kwabre East District. Journal of Education and Practice, 7(36), 156-169.
Smit, T., & Du Toit, P.H. (2016). Transforming beginner teacher mentoring interventions for social reform. South African Journal of Education, 36(3), 1-12. http://dx.doi.org/10.15700/saje.v36n3a1134
Spaull, N.A., & Kotze, J. (2015). Starting behind and staying behind in South Africa. The case of insurmountable deficits in learning mathematics. International Journal of Educational Development, 41(2005), 13–24. https://doi.org/10.1016/j.ijedudev.2015.01.002.
Tapala, T. T., Mentz, K., & Fuller, M. (2020). Curriculum leadership barriers experienced by heads of department: A look at South African secondary schools. International Journal of Leadership in Education, 24(3), 1-18. https://doi.org/10.1080/13603124.2020.1740796
Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools. Teaching and Teacher Education, 79, 111-123. https://doi.org/10.1016/j.tate.2018.12.001
Van den Akker, J., Berkvens, J., & Brugman, M. (2015). Addressing the quality challenge: Reflections on the post-2015 UNESCO education agenda. National Commission for United Nations Educational, Scientific and Cultural Organization (UNESCO). https://learningportal.iiep.unesco.org/en/library/addressing-the-quality-challenge-reflections-on-the-post-2015-unesco-education-agenda
Van den Berg, S. (2015). What the annual national assessments can tell us about learning deficits over the education system and the school career. South African Journal of Childhood Education, 5(2), 28–43. https://doi.org/10.4102/sajce.v5i2.389
Van den Berg, S., Spaull, N., Wills, G., Gustafsson, M., & Kotze, J. (2016). Identifying binding constraints in education. Synthesis report for the programme to support pro-poor policy development (PSPPD). Research on Socio-Economic Policy. Department of Economics. Stellenbosch University. https://resep.sun.ac.za/wp-content/uploads/2017/10/PSPPD_BICiE-email-01062016.pdf
Wills, G., & Hofmeyr, H. (2018). Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. A working paper of the Department of Economics and the Bureau for Economic Research at the University of Stellenbosch. www.ekon.sun.ac.za/wpapers/2018/wp182018
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493