Heads of department experiences in managing multiple roles in the foundation phase

Abstract

Although much research has been conducted on Heads of Department (HODs) and their roles in the foundation phase, there has not been a strong focus on how these HODs manage their multiple roles. A qualitative case study was employed whereby data was collected from four primary schools in Tshwane North and Tshwane West District in the Gauteng province. Five purposively sampled HODs participated in this study. Data was collected through semi-structured interviews. The study determined the HODs’ understanding of their multiple roles in the foundation phase. It further explored the management strategies these HODs employ to manage their multiple roles, the prospects and challenges they encountered as well as the support they received were also explored. The study discovered that a “collaborative effort”, where educators, the school principal, volunteers and lead teachers, as well as the officials from the department of education, play a huge role in making the multiple roles of the HODs doable. Secondly, in handling these multiple roles, HODs in this study had to engage in “needs analysis” every year in preparation for the following year. It also transpired that “effective communication” amongst role players (i.e. HODs, departmental officials, school principals, educators and support staff) through meetings where the roles had to be shared in order not to duplicate and /or to avoid disruption, became an important tool in performing their multiple roles. Finally, “commitment and dedication” demonstrated by HODs in this study are principles that help them to succeed in performing their multiple roles. I, therefore, recommend that assistant educators be deployed in the foundation phase classes and the workload of HODs in the foundation phase be reduced through the allocation of administrative duties to the assistant educators.