The mentorship of teachers by departmental heads for professional development and motivation

Abstract

This empirical study investigated how the mentorship of teachers by departmental heads (DHs) may increase the standard of professional development and motivation of teachers. The DH, as a component of School Management Team (SMT), is the middle-manager of the school who is the subject specialist of a department. Accordingly, this study determined how mentorship programmes can improve the motivation of teachers, how they enhance the professional development of teachers, and which aspects can be included by DHs in such programmes to enhance the mentorship of teachers for teachers' ongoing professional development and motivation at schools. This research applied a qualitative research approach that was underpinned by the interpretivism paradigm and guided by the phenomenological research strategy to understand how DHs can improve teachers' motivation and professional growth. The theories underpinning the study included the Human Capital Theory and Herzberg's Two-factor Motivational Model. The research utilised purposive sampling which included the DH, the principal, and a post-level (PL)1 teacher. This sample was selected from schools in Kimberley in the Northern Cape Province of the Republic of South Africa(RSA), Francis Baard District, Circuit 3. Data was collected using audio-recorded semi-structured interviews at the selected schools. The data analysis was performed after all the interviews were transcribed verbatim. The data was then tabulated and subsequently analysed via the thematic analysis process. Codes were identified and used to categorise themes and sub-themes that emerged from the data. Recommendations included designing clear policies for mentorship, formal mentorship training and induction programmes, controlling and monitoring tools for implementing mentorship, pilot mentorship programmes, and thorough training for mentoring (principals, DHs, post-level 1 teachers, and all relevant stakeholders). The study serves as a basis for further research in the field of mentorship, since it has the potential to contribute significantly to teachers' professional development and motivation on a national level.