Induction and mentoring to middle management: perspectives of departmental heads in Umlazi District.

Abstract

The study explored practices as well as experiences that Departmental Heads (DH) in middle management who received no prior induction and mentorship, acquired when executing managerial and leadership roles in curriculum, administrative, teaching and learning, and related activities. The qualitative case study was conducted in three primary schools and three secondary schools, located in the uMlazi District, KwaZulu-Natal, South Africa. Schools were chosen through convenient sampling while departmental Heads were selected through purposive sampling. Data was collected through semi-structured interviews that lasted for 35 to 103 minutes, within a qualitative research design. Participants’ responses were analysed using categorisation and inductive coding, to establish themes. Themes were created when data from transcriptions was coded, analysed, and categorised. Findings revealed that the Departmental Heads (DHs) experienced many challenges and faced different experiences. DHs in two primary schools and a high school were inducted and mentored in their adaptation to middle management while that in two high schools and a primary school did not receive induction and mentoring. Recommendations of the study are, the Department of Basic Education can conduct induction of principals and School Management Teams (SMT’s) of neighbouring schools together. Furthermore, the Department of Basic Education should induct and train newly appointed DHs.