Leadership for quality teaching and learning: perspectives of departmental heads in secondary schools in Pinetown district.

Abstract

The purpose of the study was to explore secondary schools’ departmental heads' perspectives about leadership for quality teaching and learning. The study explored perspectives of four Departmental Heads’ (DHs’) leadership for quality teaching and learning at two secondary schools in Pinetown District, KwaZulu-Natal. The study intended to explore how Departmental Heads understand leadership for quality teaching and learning at the secondary schools. Added to this, the study intended to understand how Departmental Heads translate their understanding of leadership practices for quality in teaching and learning into practice. The study was located appropriately within the interpretivist paradigm that advocates changes in societal and educational structures and aims at practicality. Besides, the case study as a research method was used to understand the perspectives of the participants for the study. I generated data for the study using interviews. Interviews were conducted during the COVID- 19 pandemic and strict adherence to the Covid-19 health protocol was ensured. The data were analysed using the thematic method of analysis. The study found that Departmental Heads understanding of leadership for quality in teaching and learning included, supporting pedagogical and methodological skills of teachers, reporting progress and challenges of the department for improved quality in teaching and learning, and professional staff development. The study also found that Departmental Heads leadership practices for quality in teaching and learning included curriculum planning and evaluation, selection and placement of students to programmes, observation of teaching and learning, and assessment of subjects. Added to this, the study also found that, Departmental Heads encountered challenges in quality teaching and learning which included, inadequate material resources, and poor time management. However, they were able to surmount some of these challenges they encountered through their leadership practices to enhance quality teaching and learning at the secondary schools in Pinetown District of KwaZulu-Natal, South Africa.