Leadership for learning : lived experiences of foundation phase heads of department.
Loading...
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study explores the experiences of three foundation phase heads of department in
respect of leadership for learning from quintile 1, 3 and 5 schools in KwaZulu-Natal.
There is scant literature on the study of foundation phase heads of department in respect
of leadership for learning and very little is known about their lived experiences. This
study makes visible their experiences of leadership for learning on a day-to-day basis.
The critical questions that constitute the research puzzle are: Who are the foundation
phase heads of departments leading learning in primary schools? How do foundation
phase heads of departments enact their roles and responsibilities as leaders on a day-today
basis? What meanings and understandings inform the heads of departments’
enactments in leading learning?
This study is a qualitative study located in the interpretive paradigm and employs a
narrative methodology. The narrative inquiry enabled me to obtain rich data from my
participants. I used narrative interviews, artefact inquiry and collage inquiry to generate
data from the three participants.
The key findings that emerged from this study were: The heads of departments have
multiple identities as they wear many caps in a day; the heads of department’s roles and
responsibilities across the quintiles extend beyond the dictates of policy. Across the
quintiles, it is established that the heads of department practice their leadership roles
according to the culture and structure of their respective school organisations. In the
quintile 1 school, the pastoral leadership of the head of department is most prominent.
In the quintile 3 school, there is great emphasis on the pastoral needs of the learners
which is balanced by co and extra-curricular activities. However, in the quintile 5
school great emphasis is placed on co and extra-curricular matters. These committed
and dedicated heads of departments draw on a wide range of policies and legislation to
enact their roles and responsibilities. The directives that the heads of department
receive from their principals and senior managers, supplements the meanings and
understandings that inform the heads of department enactment of leading learning at
their institutions. The heads of department role models and great icons enable them to
draw inspiration and aspire to achieving meaningful leadership.
Description
Master of Education in Educational Leadership, Management and Policy. University of KwaZulu-Natal. Durban 2016.
Keywords
Education, Primary - KZN., Education, Primary - SA - KZN., School Principals., Primary School Department Heads - SA - KZN., Theses - Education.