Institute of Industry and Academic Research Incorporated
Register in
IJEMDS Cover Page
International Journal of Educational Management & Development Studies

ISSN 2719-0633 (Print) 2719-0641 (Online)

h-index: 11

ICV: 78.5

Exploring the support needs of newly appointed departmental heads: A South African perspective

Michael Moreti Mahome & Lydia Kgomotso Mphahlele
Volume 5 Issue 3, September 2024

Numerous middle leadership researchers in education worldwide have conceded the value and the contribution of Departmental Heads (DHs) in enhancing the achievement of the learners. Yet researches generate insufficient insights on this topic work and on how middle leaders can be supported. Hence, this study deals with the exploration of support needs of newly appointed DHs in three South African secondary schools in District No. 10 (D10) in the province of Gauteng. There is a dearth in literature worldwide on the support needs of newly appointed DHs, more especially in the South African milieu. Lodged within Schlossberg’s theory of transition, this phenomenological qualitative study intends to support newly appointed DHs as a point of focus to close the existing gap in knowledge of their support needs. A case study design was chosen where in-depth one-on-one interviews were conducted with nine purposively selected DHs from three schools. Wellington’s seven-stage thematic analysis data model was used to analyse data, with the support of Quirkos. The findings indicated that DHs need suitable support in a form of induction that incorporates orientation and mentoring to perform their role. For this, this study suggests that the ministry of basic education take all the newly appointed DHs thorough an induction programme before assuming their role to enable them to effectively lead and manage teaching staff and educational processes. The findings will reshape how the Department of Basic Education view the professional development of DHs.

support-needs, departmental heads, leadership, management, teachers, South Africa

Adey, K. & Jones, J. (1998). Development needs of middle managers: the views of senior managers. Journal of In-Service Education, 24(1), 131-144. https://doi.org/10.1080/13674589800200034

Alexeeff, S., Dearing, E., Lipscombe, K. & Tindall-Ford, S. (2024). Middle leader identity. In: E., Benson, P. Duignan, & B, Watterson (Ed.) Middle Leadership in Schools: Ideas and Strategies for Navigating the Muddy Waters of Leading from the Middle, Emerald Publishing Limited, Leeds (pp. 11-27). https://doi.org/10.1108/978-1-83753-082-320241001

Ali, F. & Botha, N. (2006). Evaluating the role, importance, and effectiveness of heads of department in contributing to school improvement in public secondary schools in Gauteng. Johannesburg: Matthew Goniwe School of Leadership and Governance.

Bassett, M. (2016). The role of middle leaders in New Zealand secondary schools: expectations and challenges. Waikato Journal of Education, 21(1), 97-108.

Bassett, M. & Shaw, N. (2017). Building the confidence of first-time middle leaders in New Zealand primary schools. International Journal of Education Management, 32(5), 749-760.

Bryant, D. (2018). Conditions that support middle leaders’ work in organisational and system leadership: Hong Kong case studies. School Leadership & Management, 39(5), 415–433. https://doi.org/10.1080/13632434.2018.1489790

Bryant, D. A., & Walker, A. (2022). Principal-designed structures that enhance middle leaders’ professional learning. Educational Management Administration & Leadership, 52(2), 435-454. https://doi.org/10.1177/17411432221084154

Bush, T. & Jackson, D. (2002). A preparation for school leadership. International Perspectives. Educational Management and Administration, 30(4). Sage Publications. (London, Thousand Oaks, and New Delhi).

Bussolari, C. J., & Goodell, J. A. (2009). Chaos theory as a model for life transitions counselling: Nonlinear dynamics and life’s changes. Journal of Counselling & Development, 87(1), 98-107.

Buthelezi, A.B., Mhlongo, H.R & Msweli, L. (2020). Management roles of heads of departments pertaining to professional development of teachers at female dominated primary schools in South Africa. Gender & Behaviour, 18(3), 16-26.

Cardno, C., & Bassett, M. (2015). Multiple perspectives of leadership development for middle-level pedagogical leaders in New Zealand secondary schools. Journal of Educational Leadership Policy and Practice, 30(2), 30–38.

Cardno, C., Robson, J., Deo, A. & Bassett, M. (2019). Middle-level leaders as direct instructional leaders in New Zealand schools. Journal of Educational Leadership, Policy, and Practice, 33(2), 32-47.

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.

Cranston, N. (2006). Leading from the middle or locked in the middle? Exploring the world of the middle-level non-state school leader. Leading & Managing, 12 (1), 91–106.

Creswell, J.W. & Creswell, J.D. (2018). Research design: qualitative, quantitative, and mixed methods approaches, 5th ed. Los Angeles, CA: Sage Publications.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. (4th ed.). Thousand Oaks: SAGE.

Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. (3rd ed.). London: SAGE.

De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416.

De Nobile, J. D., Lipscombe, K., Tindall-Ford, S., & Grice, C. (2024). Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432241231871

Department of Basic Education (DBE) (2002). Amendment of Regulations for the Distribution of educator posts to schools. https://gazettes.africa/archive/za/2002/za-government

Department of Basic Education (DBE). (2016). Personnel administrative measures (PAM). Government Gazette No: 39684. Pretoria: Government Printers.

Dinham, S. (2016). Leading Learning and Teaching. Camberwell: ACER Press.

Dube, B. & Shawe, T.G.J. (2022). Data analysis and interpretation procedures. In: E.O. Adu & C.I.O, Okeke. (Eds). Fundamentals of research in humanities, social sciences, and science education. Van Schaik Publishers.

Employment of Educators Act (17 of 1998) in the Policy Handbook for Educators. Education Labour Relations. South Africa: Education Labour Relations Council.

Estrict, R. (2018). Are mandatory mentoring programs contributing to beginning teachers’ retention in urban public-school settings in Northern New Jersey? Seton Hall University.

Fleming, P. (2013). The art of middle management in secondary schools: A guide to effective subject and team leadership. London: Routledge.

Fluckiger, B., Lovett, S. & Dempster, N, & Brown, S. (2015). Middle leaders: Career pathways and professional learning needs. Leading and managing, 21(2), 60-74.

Gauteng Department of Education (GDE) (2023). Vacancy circular of 04 2023. Educator (Promotion) PL 2-4, chief/education therapist and learner support educator (LSE) posts. Government Gazette.  Pretoria: Government Printers.

Grinnell, R. M. & Unrau, Y. A. (2008). Social work research and evaluation: foundations of evidence-based practice. New York: Oxford University.

Gurr, D. (2019). School middle leaders in Australia, Chile and Singapore. School Leadership and Management, 39(3-4), 278-296. https://doi.org/10.1080/13632434.2018.1512485

Gurr, D. & Drysdale, L. (2013). Middle‐level secondary school leaders: Potential, constraints and implications for leadership preparation and development. Journal of Educational Administration. 51(1), 55-71. https://doi.org/10.1108/09578231311291431

Harris, A. & Jones, M. (2017). Middle leaders matter: Reflections, recognition, and renaissance. School Leadership and Management, 37(3), 213-216. https://doi.org/10.1080/13632434.2017.1323398

Harris, A., Jones, M., Ismail, N. & Nguyen, D. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003-2017). School Leadership and Management, 39(3-4), 255-277. https://doi.org/10.1080/13632434.2019.1578738

Hlatshwayo, M., & Majozi, N. (2024). Young, gifted and black: Black early career academics’ experiences in a South African university. SA Journal of Human Resource Management, 22. https://doi.org/10.4102/sajhrm.v22i0.2365

Jaca, N.I. (2021). The challenges of transforming from teacher to departmental head in seven primary schools. Perspectives in Education, 39(3): 242-256. https://doi.org/10.18820/2519593X/pie.v39.i3.18

Kalane, P. & Kambuda, A.M. (2022). Factors impacting heads of department’s management of teaching and learning in primary schools: A South African perspective. International Journal of learning, teaching, and educational research, 21(4), 195-216. https://doi.org/10.26803/ijlter.21.1.12

Kavanagh, S, Sexton, P.J & Fitzsimons, S. (2021). Transforming middle leadership in education and training board post-primary schools in Ireland. International Journal for Transformative Research, 8 (1), 20–32. https://doi.org/10.2478/ijtr-2021-0003

Leithwood, K. (2016). Department-head leadership for school improvement. Leadership and Policy in Schools, 15(2), 117–140. https://doi.org/10.1080/15700763.2015.1044538.

Lipscombe, K., & Tindall-Ford, S. (2021). Middle leadership: A partnership in teaching and learning. Australian Educational Leader, 43(2), 14–17. https://search.informit.org/doi/10.3316/informit.924530786050158

Lipscombe, K., Buckley-Walker, K., & Tindall-Ford, S. (2023). Middle leaders’ facilitation of teacher learning in collaborative teams. School Leadership & Management, 43(3), 301–321. https://doi.org/10.1080/13632434.2023.2215803

Lipscombe, K., Tindall-Ford, S., & Lamanna, J. (2023). School middle leadership: A systematic review. Educational Management Administration & Leadership, 51(2), 270-288. https://doi.org/10.1177/1741143220983328.

Madonsela, B.Z, & Proches, C.G. (2022). Challenges faced by heads of departments in driving quality curriculum management in a secondary school in Durban, South Africa. Provision of Psychological Support and Education of Vulnerable Children (pp. 185-206). https://doi.org/10.4018/978-1-7998-8896-3.ch009

Malinga, C.B.B. (2016). Middle management and instructional leadership: A case study of Natural sciences’ heads of department in the Gauteng Province. Unpublished Doctoral thesis. Bloemfontein: University of the Free State.

Malloy, M.C. (2017). The heads of department’s instructional leadership role in mathematics teaching and learning in three South African Secondary schools in Pinetown District. Unpublished master’s dissertation. Durban: University of KwaZulu-Natal.

McMillan, J. H. & Schumacher, S. (2014). Research in education: Evidence-based enquiry. Harlow, UK: Pearson Education.

Mthethwa, F.G. (2016). Challenges facing heads of department in rural schools. Unpublished master’s dissertation. Durban: University of KwaZulu-Natal: Edgewood.

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. http://dx.doi.org/10.17159/2520-9868/i75a05

Mulaudzi, F.G. (2019). Challenges that heads of departments face in managing teaching of Tshivenda home language in rural primary schools of Dzindi Circuit Vhembe District. Unpublished master’s dissertation. Durban: University of Zululand.

Murphy, G. (2019). A systematic review and thematic synthesis of research on school leadership in the Republic of Ireland: 2008-2018. Journal of Educational Administration, 57(6), 675-689. https://doi.org/10.1108/JEA-11-2018-0211

Musamali, K. (2018). An Examination of Transition Models and Processes: Introduction of an Integrated Approach. Advances in Social Sciences Research Journal, 5(6), 245-260. https://doi.org/10.14738/assrj.56.4792

Nehez, J., & Blossing, U. (2022). Practices in different school cultures and principals’ improvement work. International Journal of Leadership in Education25(2), 310–330. https://doi.org/10.1080/13603124.2020.1759828

Ng, S., & T. K. Chan. (2014). Continuing professional development for middle leaders in primary schools in Hong Kong. Journal of Educational Administration, 52, 869–886. https://doi.org/10. 1108/jea-07-2013-0077

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

Pyrczak, F. (2013). Evaluating research in academic journals: A practical guide to realistic evaluation. (5th ed.) New York: Taylor and Francis.

Schlossberg, N. K. (1995). Counselling adults in transition: Linking practice with theory. Springer Publishing Company.

Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counselling adults in transition: Linking practice with theory (2nd Ed.). New York: Springer.

Shun-wing, N. & Tsan-ming, K.C. (2014). Continuing professional development for middle leaders in primary schools in Hong Kong. Journal of Educational Administration, 52(6): 869– 886. https://doi.org/10.1108/JEA-07-2013-0077.

Simpson, K.B, Howard, P.M.A, Peligah, 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, 36(7), 156-169.

Tapala, T.T., van Niekerk, M.P. & Mentz, K. (2020). Curriculum leadership barriers experienced by heads of department: A look at South African secondary schools. International Journal of Leadership in Education, 24(6), 771–788. https://doi.org/10.1080/13603124.2020.1740796

Thorpe, A. & Bennett-Powell, G. (2014). The perceptions of secondary school middle leaders regarding their needs following a middle leadership development programme. Management in Education, 28(2): 52–57. https://doi.org/10.1177/0892020614529808.

Touch Community Services. Coping with the new Norm. (2020). https://www.touch.org.sg/about-touch/stories/details/2020/10/28/coping-with-the-new-norm.

Thwala, S.K., Ugwuanyi, C.S., Okeke, C.I.O. & Gama, N.N. (2020). Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education. International Journal of Higher Education, 9(6), 34-43. https://doi.org/10.5430/ijhe.v9n6p34

Ugwuanyi, C.S. (2022). Research designs: meaning, rationales and types. In: E.O. Adu & C.I.O, Okeke. (Eds). Fundamentals of research in humanities, social sciences, and science education. Van Schaik Publishers.

Wellington, J. (2015). Educational Research, 2nd ed. London: Bloomsbury Academic.

Michael Moreti Mahome. Corresponding author. Post-Doctoral Fellow, Department of Primary Education; School of Education, Faculty of Humanities, Tshwane University of Technology, South Africa. Corresponding email: mahomemike15@gmail.com

Lydia Kgomotso Mphahlele. Senior Lecturer. Associate Professor. Department of Primary Education; School of Education, Faculty of Humanities, Tshwane University of Technology, South Africa.

Cite this article:

Mahome, M.M. & Mphahlele, L.K. (2024). Exploring the support needs of newly appointed departmental heads: A South African perspective. International Journal of Educational Management and Development Studies, 5(3), 1-27. https://doi.org/10.53378/ijemds.353075

License:

ai generated, holographic, interface-8578468.jpg
library, people, study-2245807.jpg
bookshelf, books, library-2907964.jpg
Scroll to Top