Roleplayers’ experiences and perceptions of heads of departments’ instructional leadership role in secondary schools

Abstract

One of the most important issues facing South African schools today is the restoration of a culture of teaching and learning. Legislation intended to achieve this has had significant implications for the role of heads of department (HoDs). Internationally, HoDs are expected to conduct themselves as instructional leaders. However increasingly demanding administrative duties distract them from their core teaching and learning function. This all makes the instructional leadership role of HoDs demanding and complex. Their stress is further compounded by a lack of training and preparation for the role. This study is an exploration of roleplayers’ experiences and perceptions of the role of HoDs as instructional leaders in secondary schools. Semi-structured interviews were conducted with principals and HoDs, and focus group interviews with selected teachers. The findings show that, while HoDs have a sense of their role as instructional leaders, several factors constrain them. These include inadequate and inappropriate preparation for their role, being given subject areas to lead about which they have little knowledge, teacher resistance to change and HoDs’ growing administrative responsibilities. It is imperative that HoDs are adequately prepared and supported, and to have the time to exercise their core teaching and learning leadership function.