Teacher perceptions on the role of departmental heads in their professional development

Abstract

This study investigates secondary school teachers' perceptions regarding the role of departmental heads (DHs) in their professional development, with a specific focus on schools in the Kenneth Kaunda District of the North-West Province, South Africa. Departmental heads are instrumental in fostering effective teaching within their departments by guiding and supporting teachers' development. However, the extent to which teachers perceive DHs as effective in this role remains unclear, particularly concerning the responsibilities as outlined in the Personnel Administrative Measures (PAM) document. Understanding these perceptions is essential as DHs' leadership significantly impacts teaching quality and, ultimately, learner outcomes. Employing a qualitative research approach, this study collected data through semi structured interviews with twelve teachers, selected from secondary schools in the Kenneth Kaunda District. This method allowed for an in-depth exploration of teachers' experiences and viewpoints on the support they receive from DHs. The findings of this study provided valuable insights into both the strengths and areas for improvement in the professional development support provided by DHs. By shedding light on teachers' perspectives, this study offered practical recommendations that can help school administrators and DHs enhance professional development initiatives. These insights have the potential to foster a more supportive environment for teacher development; thereby contributing to improved teaching practices and improved performance.