Curriculum leadership barriers experienced by heads of department: a look at South African secondary schools

ABSTRACT

This article aims to report on the barriers experienced by HODs in executing their curriculum leadership roles within the theoretical framework of human capital theory (HCT). The research followed a qualitative, phenomenological approach underpinned by an interpretative paradigm. Purposive sampling was used to select n = 12 HOD participants due to their proximity to knowledge and understanding of the phenomenon under research. Semi-structured, open-ended questions were used for data collection. Although the literature review revealed that underutilization by principals, lack of resources, logistical barriers, competing priorities and lack of support from the school leadership as some of the barriers experienced by HODs, the empirical data revealed more barriers experienced by HODs. Among others are but not limited to lack of training and development, workload, lack of time, school culture and environment and lack of resources and facilities. The article recommends that the HODs need to be prepared for their roles and receive constant, coherent and continuous in-service training.

Acknowledgments

The authors would like to acknowledge the participation of secondary school heads of department who participated in the study and made a huge contribution to the body of knowledge on their perceptions of the barriers they experience in doing their curriculum leadership in secondary schools. Many thanks to the Department of Sport Arts and Culture in the North West Province, principals and school governing bodies (SGB) who allowed this study to take place in their schools. The authors would also like to show their gratitude to the North-West University for the financial support they offered to make this project the success it is.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Tshepo T. Tapala

Tshepo T. Tapala is a lecturer in the School of Professional Studies in Education, North-West University, South Africa. He is member of the Education Leadership (Edu-Lead) research niche area and the education management and leadership subject group. Tshepo is a former teacher and an experienced school principal for over a decade. His academic career started as a part-time lecturer for over five years before joining the university in 2015 on a full-time basis where he is also responsible for research, facilitation of short learning programmes, development of new programmes in education management and supervision of post-graduate students. His area of focus is the development and training of secondary school departmental heads. He is presently working on publications on the same subject in the form of articles and book chapters.

M. P van Niekerk

M. P van Niekerk is a senior lecturer at the North West University and the subject chair for Education Management and Leadership. She was a teacher for twenty years before being appointed as lecturer in 2009. She is involved in the development of numerous leadership and short learning programmes. Her passion towards leadership in education is evident in the supervision she gives to her MEd and PhD students as well in her research articles. Her interests are mainly on leadership preparation and development, fourth industrial revolution and values in education.

Kobus Mentz

Kobus Mentz is the director of the School of Professional Studies in Education, North-West University, South Africa. Following a career as a high school Mathematics teacher, he joined the North-West University as lecturer and became professor in Education Leadership in 2003. His research interests are the school as an organization and the preparation of school principals. He has authored and co-authored more than 30 book articles and book chapters on Education leadership.