Prescribed duties and responsibilities of HoDs in South African public schools

Get Complete Project Material File(s) Now! »

Introduction

The transition from teacher to teacher-manager and leader is admittedly becoming more difficult as novice school leaders, including Heads of Department (HoDs), face challenges that may not have been anticipated during pre-service training (Brown, 2006). An understanding of the experience of transition from the role of teacher to that of HoD could be useful as background that informs HoD preparation and support programmes. This study investigated how HoDs experienced their transition from a teacher (also referred to as an educator in South Africa) to their role of HoD in selected primary schools in Gauteng Province.
The study was based on the assumption that an understanding of the perceptions and experiences of HoDs regarding their transition from their roles as teachers to those of HoD in schools could further contribute to the existing body of knowledge on school-based education leadership. The focus of this research also aimed to provide an understanding of the continuous professional development (CPD) and support that should be provided for HoDs to help them adjust to their leadership role. In this chapter the background to the research problem and questions, the rationale of the study, the significance of the study and the research objectives are discussed. A preliminary literature review and the methodology used are briefly indicated and an outline of the chapters of this thesis is included.

Background to the study

This study focused on the change or transition from responsibilities associated mainly with teaching to those of managing teaching and learning. Transition, in general, is a process people go through to finally accept change (Bridges, 1991). It involves adapting to a new situation and integrating changes into the lives of those going through change (Kralik, Visentin & Van Loon, 2006). In the school context teachers may be promoted to positions in which they become supervisors of other teachers. In South Africa in order to be legally recognised as a teacher, an individual needs to be registered with the South African Council of Educators (SACE). The roles and responsibilities of teachers are different from those of HoDs.
When teachers are appointed to a HoD position, their responsibilities change because management and leadership responsibilities are added to their teaching duties. Newly appointed HoDs go through a transition process in adapting to their new roles and responsibilities. Hesketh (2014) and Armstrong (2012) argue that a transition to a new leadership role, such as HoD, affects the emotional and social being of those who are involved which results in their leadership abilities being affected and tested. Researchers, such as Early and Weindling (2004) and Chetty (2007), maintain that although all teachers are considered to be managers in terms of managing learners and resources in the learning process, they do not have the responsibility of managing other teachers. Management tasks that involve the supervision of other teachers are assigned only to those teachers who have been promoted to HoDs at middle management level. Teachers in middle management are known by different names in different countries.
For example, in the United Kingdom (UK) HoDs are called subject leaders, middle leaders or middle managers while in the United States (US) they are known as department chairs (Busher, 2005; Turner, 2006; Zepeda, 2007). In Kenya and Tanzania they are called HoDs (Atebe, 2009; Urio, 2012) and, similarly, in South Africa they are HoDs (Ali & Botha 2006; Nkabinde, 2012; Jaca, 2014). In this study, the term HoDs is used to refer to teachers who have been promoted to a level above that of other teachers and below senior management in schools; HoDs belong to the middle level between senior management and teachers in schools (Fleming, 2000). This means that HoDs are in the middle of a hierarchy in traditional bureaucratic structures (Chetty, 2007). Middle management in the school sector denotes “a layer of management between the senior management team and those at the chalk face” (Fleming, 2000:2). In an earlier study Bennett (1995:2) asserts that middle management implies a hierarchical structure which “assumes a downward flow of authority from the leader, given in order to promote what the leader seeks.” The promotion of a teacher to a middle management position brings with it increased responsibility and accountability.
HoDs are responsible for teaching and learning; improving learner performance and school outcomes; staff development; and the performance management of teachers in addition to the implementation of policies adopted by the school (Southworth, 2004; DoE, 2005). The role of HoD also involves the transmission of information and command up and down the line of authority which introduces the concept of middle managers as key brokers within an organisation (Fitzgerald, Gunter & Eaton, 2006; Fitzgerald & Gunter, 2006). As middle managers HoDs are caught between the demands of school teachers and those of senior management team members. In many ways HoDs epitomise the idea that middle leaders are “the meat in the sandwich” (Scott, Coates & Anderson, 2008:12). The promotion of teachers to the level of HoD in South Africa and other countries involves their transitioning to a new role with new prescribed duties to perform as managers (Scott, 2015).

Roles and responsibilities of HoDs: International perspectives

Globally, a considerable number of studies, such as those by Brown and Rutherford (1998), Fletcher and Bell (1999) and Feeney (2009), show that HoDs are perceived to be resource providers, administrators, monitors, liaison officers, managers, department representatives, communicators, mediators and leading teachers. In the UK HoDs are called subject leaders and their duties are prescribed by the Teacher Training Agency that sets the standards for subject leadership (TTA, 1998). HoDs are responsible for the strategic direction and development of subjects where they are required to develop policies and ensure their implementation.
HoDs have to make certain that effective teaching and learning takes place by creating a climate that is conducive to the development of staff members. Another responsibility of HoDs is to inspire confidence in teachers and to assist them in maintaining a positive attitude to their subject knowledge and their teaching skills. HoDs in the UK are responsible for ascertaining that teachers in their departments cover the curriculum and that all learners, including those with special needs, progress in their specific subjects. HoDs are expected to guide teachers on appropriate teaching methods to ensure that their teaching meets the needs of diverse learners. They evaluate teachers’ performance and identify areas for improvement; HoDs delegate tasks to teachers, evaluate practice and develop an acceptance of accountability among staff members.

TABLE OF CONTENTS :

• DECLARATION OF ORIGINALITY
• RESEARCH ETHICS COMMITTEE
• ETHICS STATEMENT
• DEDICATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• LANGUAGE EDITOR
• LIST OF ABBREVIATIONS
• CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY
  • 1.1 Introduction
  • 1.2 Background to the study
  • 1.2.1 Roles and responsibilities of HoD: international perspectives
  • 1.2.2 Prescribed duties and responsibilities of HoDs in South African public schools
  • 1.2.3 Appointment to HoD position
  • 1.2.4 Transition
  • 1.3 Problem Statement
  • 1.4 The rationale of the study
  • 1.5 The significance of the study
  • 1.6 The purpose of the study
  • 1.7 The main research question and sub-questions
  • 1.7.1 Sub-questions
  • 1.8 Research Methodology
  • 1.8.1 Qualitative research approach
  • 1.8.2 Research design
  • 1.9 Data collection
  • 1.9.1 Research site and population
  • 1.9.2 Sampling
  • 1.9.3 Semi-structured interviews
  • 1.10 Data analysis
  • 1.11 Ethical considerations
  • 1.12 Credibility and trustworthiness of the study
  • 1.13 Clarification of concepts
  • 1.14 The organisation of the thesis
  • 1.15 Summary of the chapter
• CHAPTER TWO: LITERATURE REVIEW ON LEADERSHIP AND TRANSITION
  • 2.1 Introduction
  • 2.2 The pathway to the appointment of HoDs in schools
  • 2.2.1 Teacher qualification and registration
  • 2.2.2 What is expected of a teacher?
  • 2.2.3 Becoming the HoD in schools
  • 2.2.4 Preparation for the role of the HoD
  • 2.3 HoDs as leaders and managers
  • 2.3.1 Instructional leadership
  • 2.3.2 Importance of leadership and management skills for HoDs
  • 2.4 Expected role and responsibility of a HoD
  • 2.5 Transition
  • 2.6 Transition process
  • 2.6.1 Phases of transition
  • 2.7 Issues and challenges of transitioning into a management and leadership role
  • 2.7.1 Role shock and new understanding
  • 2.7.2 Lack of role clarity and ambiguity
  • 2.7.3 Role tensions
  • 2.7.4 Lack of management and leadership skills
  • 2.7.5 Changes in relationships
  • 2.7.6 Heavy workload and time constraints
  • 2.7.7 Lack of Support
  • 2.7.8 Coping with the challenges of transition
  • 2.8 Theoretical framework – Transition theory
  • 2.8.1 The ending
  • 2.8.2 The neutral zone
  • 2.8.3 The beginning
  • 2.9 Summary of the chapter
• CHAPTER THREE: RESEARCH METHODOLOGY
  • 3.1 Introduction
  • 3.2 Philosophical assumptions underpinning the study
  • 3.2.1 Ontological assumptions in research
  • 3.3.2 Epistemological assumptions in research
  • 3.2.3 The researcher’s philosophical assumption in the study
  • 3.3 Research approach
  • 3.3.1 Qualitative research approach
  • 3.4 Research design
  • 3.4.1 Sampling of research sites and participants
  • 3.4.2 Criteria used for inclusion in the study
  • 3.5 Data collection strategies
  • 3.5.1 Interviews
  • 3.5.2 One-on-one semi-structured interviews
  • 3.5.3 The role of the researcher
  • 3.6 Data analysis
  • 3.6.1 Familiarising self with data
  • 3.6.2 Generating initial codes
  • 3.6.3 Searching for and refocusing the analysis on themes
  • 3.6.4 Defining and naming themes
  • 3.7 Credibility of the study
  • 3.7.1 Triangulation and member checking
  • 3.7.2 Peer debriefing and prolonged engagement in the field
  • 3.7.3 Clarifying bias of the researcher
  • 3.7.4 Transferability of the findings of the study
  • 3.8 Ethical considerations
  • 3.9 Summary of the chapter
• CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION
  • 4.1 Introduction
  • 4.2 Description of the participants in the study
  • 4.3 Research questions, themes and sub-themes
  • 4.4 Discussion of themes
  • 4.4.1 Theme one: Changes experienced by HoDs during the transition process from a teacher to the HoD role
  • 4.4.2 Theme two: Challenges experienced by HoDs during transition process
  • 4.4.3 Theme three: Coping with the challenges of the transition process
  • 4.4.4 Theme four: The kind of support needed by HoDs during the transition process
  • 4.5 Summary of the chapter
• CHAPTER FIVE: DISCUSSION OF RESEARCH FINDINGS
  • 5.1 Introduction
  • 5.2 Research objectives
  • 5.2.1 Changes experienced by HoDs during the transition process from a teacher to the HoD role
  • 5.2.2 Challenges experienced by HoDs during transition process
  • 5.2.3 Coping with the challenges during the transition process
  • 5.2.4 The kind of support needed by HoDs during the transition process
  • 5.3 The model that explains transition from a teacher to the HoD role
  • 5.4 Contribution of the study
  • 5.5 Summary of the chapter
• CHAPTER SIX: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
  • 6.1 Introduction
  • 6.2 Summary of research findings
  • 6.2.1 The changes experienced by HoDs during the transition process from a teacher to the HoD role
  • 6.2.2 The challenges experienced by HoDs during the transition process
  • 6.2.3 How HoDs cope with challenges during the transition process
  • 6.2.4 The kind of support HoDs need during the transition process
  • 6.3 Summary of the proposed HoD transition model
  • 6.4 Limitations of the study
  • 6.5 Delimitations of the study
  • 6.6 Conclusion of the research
  • 6.7 Recommendations
  • 6.8 Recommendations for further research
  • 6.9 Summary of the chapter
  • REFERENCES

GET THE COMPLETE PROJECT