Mathematics heads of departments as instructional leaders in Limpopo secondary schools

Abstract

In this study the instructional leadership role of Mathematics heads of department in Limpopo secondary schools was examined. As the middle manager, the Mathematics heads of department (HoDs) need to have a vision that is underpinned by an aspiration to strive for academic excellence in their subject area as well as a consideration of a holistic development of learners. This vision should be transparent to the learners, parents, educators and management. Accordingly, if the Mathematics HoD envisions his/her role as that of an instructional leader, the Mathematics teacher should have the necessary support to make learning successful and ultimately learner performance should improve. A qualitative study was employed wherein data were collected in four secondary schools in Sekgosese East Circuit of Mopani District in Limpopo Province. For the study, thirteen (13) individuals were interviewed, of whom four (4) were Heads of Departments, five (5) were teachers and four (4) school principals. Semi structured individual interviews were held with Heads of Department for mathematics and school principals, while focus groups were held with mathematics teachers. In addition to the interviews, an analysis of documents such as academic performance of learners in mathematics over a number of years was conducted. For the purposes of triangulation, documents such as classroom observation reports, records of academic performance of learners in mathematics and annual plans were consulted and analysed to check if HoDs comply with educational policy. The study has found that the instructional leadership role of the HoDs plays an important role in the academic success of learners. The findings of the study also revealed that HoDs were ill-prepared for their new roles as instructional leaders, since they were not trained for the job. The study further revealed that the HoDs faced huge challenges of role ambiguity, workload and administration. The study recommended that both the Department of Basic Education and the school to arrange a fully flashed workshop for the new appointees in this role.