A case study of the instructional leadership practices of Mathematics Heads of Department in rural secondary schools.
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Date
2019
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Abstract
The purpose of this study is to gain a greater understanding of the instructional leadership practices
of mathematics Heads of Department in three researched schools. The study explored how
mathematics Heads of Department operationalise instructional leadership of mathematics in their
schools. The study further investigated the reasons why HODs use the instructional leadership
practices that they are using in leading mathematics. This study used the qualitative research
approach which was located in the interpretive paradigm. Furthermore, a case study design was
used and it allowed for an in-depth understanding of the phenomenon being studied. Three
mathematics Heads of Department from three schools at iLembe District were purposively
sampled based on mathematics learners’ academic performance. Semi-structured interviews were
used to generate data. The theoretical frameworks underpinning this study was the Far West Lab
model (1982).
The generated data was analysed. In analyzing the data, qualitative content analysis was performed
following the process of transcription. The texts were coded through the categorisation of words,
determination and expressions. Ultimately, catergories were linked to create connotation. Findings
point to the proper monitoring of teaching and learning of mathematics in rural secondary schools
by the Heads of Department. The main emphasis was on the sharing of vision and goals amongst
mathematics teachers regarding the teaching and learning of mathematics in their individual
schools ensuring alignment with CAPS requirements. Another finding highlighted the significance
of following the Department of Education policy guidelines for effectiveness in their departments.
A significant conclusion that was gleaned from this study was that mathematics Heads of
Departments should increase their levels of supervision and strategise their instructional leadership
practices to improve learner performance. The main recommendation is that sound instructional
leadership practices need to be enacted by mathematics Heads of Departments to improve learner
outcomes.
Description
Masters Degree. University of KwaZulu-Natal, Durban.