A case study of the instructional leadership practices of Mathematics Heads of Department in rural secondary schools.

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.