| Popis: |
Departmental heads (DHs) in primary schools have multiple roles and responsibilities to fulfil. They are expected to perform diverse roles that are not only limited to being class teachers but also as supervisors, coordinators, and departmental managers. Most of them do not receive formal training to become DHs, how to perform these roles, or how to respond to the challenges accompanying these roles and responsibilities. This study aims to establish strategies to manage constraints that prevent departmental heads from fulfilling their roles effectively within the Vhembe West District of Limpopo Province. The study employed an interpretive paradigm to understand the social realities that DHs experience at school. The study was conducted within the Theory of Constraints (TOC). The research design of this study was a multiple-qualitative case study. The population of the study was all DHs in Elim, Soutpansberg East, and Vhuronga Two (2) Circuits. Purposeful sampling was employed to draw a sample of 9 DHs. Data was collected through a semi-structured interview schedule and document analysis. The data was analysed thematically. Findings from this study revealed, amongst others, the following: the roles of all participants in monitoring, curriculum management, coordination, and planning activities to enhance the implementation of the curriculum. This study recommended, among others that DHs should be excluded from being full-time classroom teachers, and policymakers should reduce the current teaching load of DHs. The study contributes to the empowerment of DHs in their roles despite the huge workload of teaching and supervising teachers in their departments. This is possible through employing distributive leadership wherein they solicit the skills of senior teachers to assist them, thereby enhancing shared leadership, collective action, and collaborative decision-making. |
