The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the management factors which influence the job satisfaction of heads of departments at secondary schools, and • to determine which management factors influence the job satisfaction of heads of department at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the key words such as: job satisfaction, motivation, department heads, teachers and managers. Once the nature of job satisfaction was discussed and the management factors which influence the job satisfaction of heads of departments were identified a questionnaire was compiled. All heads of departments or the previous Transvaal Education Department were taken as target group. The method of systemized random group targeting was applied. Questionnaires were sent to heads of departments who fell within the group randomly targeted. The information was statistically analyzed with the aid of a computer after which it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that the heads of departments at secondary schools in the Transvaal Education Department experience more job satisfaction than is generally accepted. Although there are a few factors, like compensation and professional status that don't contribute to job satistfaction, all the other factors generally do contribute to job satisfaction. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the management factors which influence the job satisfaction of heads of departments at secondary schools, and • to determine which management factors influence the job satisfaction of heads of department at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the key words such as: job satisfaction, motivation, department heads, teachers and managers. Once the nature of job satisfaction was discussed and the management factors which influence the job satisfaction of heads of departments were identified a questionnaire was compiled. All heads of departments or the previous Transvaal Education Department were taken as target group. The method of systemized random group targeting was applied. Questionnaires were sent to heads of departments who fell within the group randomly targeted. The information was statistically analyzed with the aid of a computer after which it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that the heads of departments at secondary schools in the Transvaal Education Department experience more job satisfaction than is generally accepted. Although there are a few factors, like compensation and professional status that don't contribute to job satistfaction, all the other factors generally do contribute to job satisfaction. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

In the last decade of the 20th century, organizational change in public service provision in Queensland impacted broadly upon the culture of public education. The focus of this thesis was to describe the effects of that change on the role of heads of department in public secondary schools. The approach taken was to examine those change effects, in the light of policy documents, and from the perspective of participants, that is heads of department and principals. The thesis also described the changing skills the emerging role appeared to demand and to draw implications for professional development. The thesis is a descriptive multi case study. The principal and two heads of department from each of four public secondary schools in South East Queensland took part in the study. Data were collected through policy documents and semi structured interviews. The study employed Leonard-Barton's (1995) methodology which blended real time and a longitudinal study. To that end, two heads of department were reinterviewed four years after the initial interviews. Interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the head of department role, held by principals and heads of department; head of department leadership in terms of a curriculum framed department, or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual head of department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. The themes painted a picture of a long established role within a process of evolution. While broad cultural change underpinned change in the role, it was the change process, and the consequent structural and organizational change that individuals in the study focused upon. Consistent with the literature on heads of department and change, the study indicated a gap between the skills that the emerging role demanded, particularly leadership and management skills, and those skills which heads of department possessed. A need for a broad range professional development to bridge that gap was evident. The findings also pointed towards the need for effective change processes and a reconceptualized head of department role. The study concluded with recommendations for future research. Particular focus was directed towards the nature and function of secondary school departments, and the consequent role of the heads of department. Potential exists for research that further explores the effect of cultural change upon individuals, particularly heads of department, in the area of public education.

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 15, 2005. Dissertation Committee: J.H. McGrath (chair), John McCarthy, Rodney Riegle, John Brickell, Clayton Thomas. Includes bibliographical references (leaves 94-97) and abstract. Also available in print.

Although much research has been conducted on Heads of Department (HODs) and their roles in the foundation phase, there has not been a strong focus on how these HODs manage their multiple roles. A qualitative case study was employed whereby data was collected from four primary schools in Tshwane North and Tshwane West District in the Gauteng province. Five purposively sampled HODs participated in this study. Data was collected through semi-structured interviews. The study determined the HODs’ understanding of their multiple roles in the foundation phase. It further explored the management strategies these HODs employ to manage their multiple roles, the prospects and challenges they encountered as well as the support they received were also explored. The study discovered that a “collaborative effort”, where educators, the school principal, volunteers and lead teachers, as well as the officials from the department of education, play a huge role in making the multiple roles of the HODs doable. Secondly, in handling these multiple roles, HODs in this study had to engage in “needs analysis” every year in preparation for the following year. It also transpired that “effective communication” amongst role players (i.e. HODs, departmental officials, school principals, educators and support staff) through meetings where the roles had to be shared in order not to duplicate and /or to avoid disruption, became an important tool in performing their multiple roles. Finally, “commitment and dedication” demonstrated by HODs in this study are principles that help them to succeed in performing their multiple roles. I, therefore, recommend that assistant educators be deployed in the foundation phase classes and the workload of HODs in the foundation phase be reduced through the allocation of administrative duties to the assistant educators. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

South Africa has gone through many recent changes and the impact of these changes was, especially, experienced in the development of the South African Education system. Social Sciences is one of the subjects that was introduced in the Revised National Curriculum Statement (RNCS) for Grades R-9 (Department of Education, 2002). Before the National Curriculum Statement, History and Geography were taught as separate subjects under Social Studies but later combined into one subject, Social Sciences. Teachers in some South African schools are specialist in one of the two disciplines, either History or Geography. The intention of this study was derived from many of the researcher?s personal observations, experiences and challenges in the discipline, Social Sciences. This study identified the challenges experienced by heads of department (HoDs) of Social Sciences and the strategies they use to address the identified challenges. The research approach was qualitative and a case study research design was used. The research participants were identified, using a purposeful sampling strategy. Participants were selected from four schools, two from Quintile 1 (no fee-paying) schools and two from Quintile 5 (fee-paying) schools; each school had an enrolment of more than 350 learners. The participants were HoDs responsible for Social Sciences and teachers who were teaching the subject. Furthermore, HoDs who were selected had had experience of managing Social Science teachers for a period of not less than three years. The teachers also had more than three years? experience of teaching Social Sciences. The findings of this study revealed that the responsibilities of HoDs for Social Sciences seem to focus more on monitoring the work of teachers than developing their effectiveness in teaching the subject. Some of the HoD appointed in the Social Sciences Department did not have the background knowledge and skills related to the subject which limited their ability to guide, advise and develop their teachers in the subject. It was found that HoDs and teachers expect subject specialists and curriculum advisors to be more involved in developing teachers? competency in teaching the subject. It seems that there is a desire for a formal policy for the professional development of teachers of Social Sciences. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The aim of this study was to investigate the conditions that Heads of Department are facing when conducting Systematic Work Environment Management (SWEM) within psychosocial work environment at Umeå University. The study has focused on the obstacles and tools that Heads of Department are experiencing in their efforts to investigate, assess, and measures to reduce risks and follow up actions in the psychosocial work environment. To investigate this, I conducted semi-structured interviews with four Heads of Department and a Head of Unit at Umeå University. The interviews were recorded, transcribed and analysed. The result of the study is that dialogue and cooperation on different levels of the workplace seems to be the foundation of their SWEM within psychosocial work environment. A relationship-oriented leadership, good communication climate at the workplace, and various support functions are also important tools. Some of the obstacles that they experience are heavy workload, performance cultures, and sometimes lack of central support. SWEM also seems to be more time-consuming within psychosocial work environment than within the physical environment. It is not possible to draw any general conclusions from this study, but it has indicated several tracks that might be interesting to investigate further to improve conditions for the Heads of Department. For example, to further map their psychosocial environment, if the central support is perceived as sufficient and how to safeguard the local support from, for example, human resources specialists and work safety representatives.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 224-248). Also available on the Internet.