The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Novice teachers face a variety of challenges when they enter the teaching profession. They are confronted with the harsh realities of the teaching profession and are expected to cope with immense demands and responsibilities. Heads of Department are responsible for co- ordinating and providing guidance to novice teachers. However, little is known about the experiences of novice teachers in terms of the support they get from Heads of Department. This study explored novice teachers’ experiences of Head of Department support. Purposively sampling was used to select five novice teachers and four Heads of Department from three primary schools situated in the Tshwane South School District. The data were collected using semi-structured interviews and document analysis. The semi-structured interviews were analysed using a thematic data analysis procedure and the documents through content analysis. The findings of the study highlighted similarities in the challenges and the support needs as expressed by the novice teachers and by the Heads of Department. The novice teachers in this study articulated the need for more guidance and mentorship to be provided whereas the Heads of Department stated that due to the demands of the professional task in terms of the multiple roles they play and time constraints, the support they give to the novice teachers is inadequate. The study concluded that both novice teachers and Heads of Department struggled with managing the demands of their profession and novice teachers called for further support and mentorship to be provided on aspects that contributed to their holistic development of teaching abilities and attributes. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

The study sought to hear the voice of the Head of Department (HOD) in independent, non-government secondary schools in the ACT Region on their changing leadership role and their recommendations for targeted professional development. Heads of Academic Departments (HODs) face significant challenges by being in the middle of the organisational structure of a secondary school. They are required to be competent change agents for whole-of-school "macro" initiatives on one hand, yet on the other hand foster "micro" initiatives that support effective learning and teaching in individual classrooms. HODs deal on a daily basis with a broad range of important school issues that include influencing people; management; departmental structures; administration; leadership; student success and progress; educational theory and practice; department and school culture; communication; parents; external educational bodies; professional development; up-to-date pedagogy; and their own teaching and learning. There is frequently a lack of clarity of expectations about their role in a rapidly and ever-changing school system. The incumbents have rarely received targetted professional development for this crucial middle-ranking leadership position. The study describes and analyses the findings of detailed research with 24 Heads of Department and six Professional Development Coordinators at six independent, non-government secondary schools. The prime focus was on the changing leadership expectations of Heads of Department and, as a result, the professional development required to support the emerging requirements and expectations of and the directions for the role. The study followed an earlier Dinham et al. (2000) research project, of which I was one of the researchers, into the roles of Heads of Department in independent, non-government secondary schools. The study used analysis of existing job descriptions of Heads of Department, structured interview questionnaires that required quantitative categorisation and analysis, and open-ended interview questions requiring qualitative analysis. The respondents were all leaders of a major academic department within an independent, non-government secondary school. The five major themes that developed were the forces acting upon and tensions experienced by the Head of Department whilst maintaining credibility as an excellent teacher; the relatively newly developed Professional Development Coordinator role; the definition of the leadership approach, resultant implications and, as a result, the alternative structures that secondary schools are examining for academic leadership; communication between the middle ranking subject leaders and their senior executive; and the targetted professional development required for the changing role of a HOD. In independent, non-government secondary schools, the department structures and leadership quality can be powerful forces to assist or resist any reform agenda. Effective leadership of these academic departments becomes important to secure a constant quest to improve the quality of learning and teaching; to improve student outcomes; to nurture staff for more senior leadership positions and to transfer the benefits of a distributive leadership to more staff.

It is well known that leadership plays a key role in the overall success of school and learner achievement. Therefore, this multiple case study investigates what developmental programmes and training opportunities are in place to prepare HoDs to meet the demands of a formal leadership position. How these programmes are perceived by HoDs s also be outlined and analysed. The importance of the role that HoDs fulfil in schools is explored, as well as the importance of investing in their leadership development through formal and informal leadership developmental programmes. This qualitative study used interview data obtained from eight purposefully sampled recently appointed Heads of Department (HoDs) in public primary schools in Pretoria. This study outlined the importance of middle managers, such as HoDs and what measures need to be taken into account to ensure they are adequately prepared to meet expectations. / Dissertation (MEd)--University of Pretoria 2020. / Education Management and Policy Studies / MEd / Unrestricted

This study explores the leadership role of the Head of Department (HoD) in the teaching of Mathematics.It focuses on the perspectives that the educators hold about the leadership role of HoDs in the teaching of Mathematics in two Gauteng primary schools.The study was framed by the following research question: What perspectives do educators hold about the leadership role of the HoD in the teaching of Mathematics in primary schools? A qualitative case study was employed whereby data were collected in two primary schools in Gauteng Province. To examine the relevance and clarityinterview questions used, a pilot study wasat first conducted in which one HoD and one teacher were interviewed.For the actual study, ten individual semi-structured interviews were conducted with four HoDs, two principals and four teachers in two township schools in a Gauteng district. Documents such as monitoring instruments of HoDs were also collected and analysed for purposes of triangulation. Key findings were that HoDsnever received any formal preparation to lead the teaching of Mathematics. They learned about the role by participating in professional development activities offered by outside actors, upgrading themselves, assisting the Education district department in facilitating workshops for teachers as well as serving as acting HoDs.They provided leadership by monitoring teaching and teachers’ work,checking lesson plans, doing class visits, checking learners’ books and assessment tasks and doing follow ups.Challenges that were identified in relation to the leadership role of the HoD leadership in the teaching of Mathematics includedHoDs’ lack of Mathematics knowledge (SMK) and pedagogical content knowledge (PCK), lack of teaching resources, teachers’ lack of knowledge of the new curriculum, a heavy workload, overcrowded classrooms, demotivated teachers, teacher absenteeism and too much paperwork.The perceived strategies that were used by HoDsto address challenges includedthe following:engaging in discussions with teachers in an attempt to collectively find solutions, substituting absent teachers, taking work home, using the expertise of other teachers through delegation, leading by example by presenting lessons for teachers, making learners their first priority followed by paperwork as well as engaging with some stakeholders for support. The following were the recommendations: there should be more clarity about what is expected of HoDs.Sufficient time should be allocated in order for HoDs to be able to balance their leadership duties and teaching effectively;current as well as prospective HoDs should be trained in both the subject in which they are expected to provide leadership as well as the generic leadership part of their job.HoDs should involve Mathematics teachers in the development of the monitoring tools since Mathematics teachers are familiar with a sensible blend of tools, methodologies and approaches that can meet the needs of their learners.HoDs should also be developed on what they should look for as they monitor teachers’ work.In that way they may be able to effectively use the results of their monitoring to support teachers.A final recommendation is that the workload of HoDs be reduced through the allocation of administrative tasks to school administrators and appointing paid HoD assistants such as subject heads. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

<p>Den fysiska aktiviteten minskar bland befolkningen. En mer stillasittande livsstil bidrar till övervikt och fetma som i sin tur kan orsaka livsstilsrelaterade sjukdomar. I arbetet för att öka den fysiska aktiviteten i befolkningen har fysisk aktivitet på recept utvecklats som metod inom sjukvården. I Landstinget Västmanland tillämpas denna arbetsmetod under begreppet Ordinerad Fysisk Aktivitet (OFA). På uppdrag av Landstinget Västmanland genomfördes denna studie. Syftet var att undersöka avdelningschefernas uppfattningar kring arbetet med OFA samt arbetet med fysisk aktivitet riktat till medarbetare och befolkning på rehabiliteringsavdelningarna och medicinmottagningarna i Västmanlands län. En kvalitativ ansats tillämpades för studien genom intervjuer. Resultatet visar på svårigheter med införandet av OFA i verksamheten. Avdelningarna saknar rutiner och mål för OFA som arbetsmetod. Men viljan att arbeta med OFA finns på avdelningarna samt förståelsen för dess betydelsefulla hälsosamma effekter för patienterna. Medarbetarna på avdelningarna har tagit del av det material och utbildningar som finns men arbetet med OFA går långsamt framåt. Förmåner för medarbetarna, angående fysisk aktivitet, finns som ersättning från Landstinget Västmanland samt för några avdelningar, friskvårdshalvtimme i veckan. Flera avdelningar deltar i aktiviteter för att öka den fysiska aktiviteten hos medarbetarna. Avdelningarna har däremot inget riktat arbete mot befolkningen angående fysisk aktivitet. Det finns inga riktlinjer för hur detta arbete ska fungera. Utvecklingsmöjligheterna för ett befolkningsinriktat arbete bedöms vara små. </p> / <p>Physical activity decreases among the population. A more sedentary life style contributes to overweight and obesity which can cause life style related diseases. In the work to increase physical activity among the population physical activity on prescription has developed as a method in health care. In the County Council of Västmanland this working method applies under the concept Prescribed Physical Activity (OFA). This study was accomplished commissioned by the County Council of Västmanland. The aim of the study was to examine the opinions of the head of department, in the department of rehabilitation and the department of medicine in the County Council of Västmanland, about the work with OFA and the work on physical activity targeted to the employees and the population. A qualitative approach was applied for the study through interviews. The results show the difficulties with the introduction of OFA in the departments. The departments lack of routines and objectives for OFA as a work method. But the willingness to work with OFA and the understanding of its significant health effects for patients occurs in the departments. Employees of the department have taken note of the materials and educations available but the work with OFA is making slow progress. Benefits for the employees, regarding physical activity, is compensation from the County Council of Västmanland, and for some departments, half an hour of health related activities a week is available. Several departments are involved in activities to increase physical activity among the employees. The departments have no direct work to the population regarding physical activity. There are no guidelines on how this work should be carried out. The potential for a population-oriented work is considered to be small.</p>

This is a dissertation on education that focuses on leadership making at the departmental level of higher education. The aim of this dissertation is to generate knowledge about the making of leadership, seen as identity development in the discourse on academic leadership. This by studying the logic and tensions of discourse, what leadership identities the discourse expresses at different times and by describing an understanding of different processes of leadership identity development. The frame of reference in this study is based on a relationistic and non-dualistic theoretical framework, which suggests that discourse theory can help us understand the reality as discursive and the view on leadership in higher education as socially constructed through talk and other actions within a specific discourse. Two empirical studies were performed by making interviews and then a multivariate correspondence analysis of the nodes (symbolic areas of talk) that the informants attached significance were carried out. Study I focuses on the discourse on academic leadership expressed by 15 departmental heads at five occasions, from the time where the heads were novices to a time four years later when they were more experienced. These interviews were used for the construction of three empirically based study objects; the novice discourse, the problem discourse and the experience discourse. Study II was conducted in four case departments. Its aim was to shed light on the discourse on academic leadership from the point of view of staff members, rather than from that of departmental heads themselves. Totally, in these four departments, 33 interviews with different categories of staff members were performed. The empirically based study object was here the staff members’ discourse. Each discourse construction may be said to be built up by the discourse episteme, subepisteme and subject positions and a relational analysis of the discourse structure have been used to describe the discourse’s logic and tensions and its identity expressions. By contrasting the discourse constructions over time also identity development was illuminated. For study I, one of the aspects of the logic of discourse on academic leadership is that in the course of time it goes from being a heterogeneous discourse with only a few common episteme nodes towards being a more homogeneous, unified and coherent discourse with a larger common core. The shared leadership identity base is thereby made more extensive. Six central symbolic areas of talk recur in similar ways at the three points of time for the analysis of study I: the handling of the economy, staff management (HRM), laws, ordinances and rules for the headship, the heavy workload and time shortage, delegation of tasks and responsibilities and support through leadership training and education. Examples of three relatively common identity development processes in the discourse on academic leadership are: 1) a vague development process where a non-head of department leadership identity is strong over time, 2) a process of development from an uncertain and fuzzy to a positive and obvious manager identity, and 3) a process of development from an uncertain and fuzzy to a gender-related and problem-orientated leadership identity. Thus the main result of the studies is the visualisation of the gender segregation process that the discourse makes possible and the different ways in which academic leadership is expressed in the male-dominated versus the female-dominated positions. The discourse logic for staff members in study II also shows a partly gender-separated discourse. On the other hand, there are not much content similarities, through nodes, in the gender-separated relational structure in the sense that the female staff/heads and the male staff/heads in both studies express similar symbolic areas of talk.